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THE INFLUENCES OF INTRINSIC MOTIVATION
AND LEARNING STYLES ON THE CLASSROOM PERFORMANCE
OF EXTENSIVE READING II STUDENTS
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Argian Nicko Wiwoho
Student Number: 031214092
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHERS TRAINING EDUCATION SANATA DHARMA UNIVERSITY
YOGYAKARTA 2008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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THE INFLUENCES OF INTRINSIC MOTIVATION
AND LEARNING STYLES ON THE CLASSROOM PERFORMANCE
OF EXTENSIVE READING II STUDENTS
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Argian Nicko Wiwoho
Student Number: 031214092
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHERS TRAINING EDUCATION SANATA DHARMA UNIVERSITY
YOGYAKARTA 2008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“Every man’s life ends the same way. It is only the details of how he died
that distinguish one man from another.”
Ernest Hemingway
“Success is not final, failure is not fatal;
it is the courage to continue that counts.”
Winston Churchill
“A man who has never gone to school may steal from a freight car; but if he
has a university education, he may steal the whole railroad.”
Theodore Roosevelt
To my beloved family, Ian, and friends who make me learn
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ACKNOWLEDGEMENTS
First, my greatest appreciation goes to Allah SWT for all the blessings to
finish this thesis and all the opportunities in this life. Second, my appreciation goes
to my parents who have funded my education, shared a wonderful life, and given
me meaningful experiences to deal with problems in this life.
Third, I would like to express my profound gratitude to my major sponsor,
Made Frida Yulia, S.Pd., M.Pd., and my co-sponsor, Christina Kristiyani, S.Pd.,
M.Pd., for sharing with me the critical thoughts, helpful suggestions, and
encouraging advice. Furthermore, I would like to express my deep gratefulness to
the head of the department, Ag. Hardi Prasetyo, S.Pd., M.A., and all PBI lecturers
who have contributed to the completion of my thesis.
Fourth, my thankfulness also goes to all my PBI mates, who have provided
me sincere supports during my study and the completion of my thesis especially
Dera, Vendi, Bunga, Chandra, Febri, Intika, Rere, Andreas Denny, Ari, Meiske,
Daniel. It has been a remarkable memory to work and go through it all together.
Fifth, I intend to express my deep gratitude to Ian, who has supported me
unwaveringly, helped me unconditionally, and provided a last escapade each time
desperation strikes through. Lastly, my great thankfulness is for those who directly
or indirectly helped and supported me in writing this thesis.
Argian Nicko Wiwoho
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COVER PAGE TITLE PAGE........................................................................................ PAGES OF APPROVAL..................................................................... PAGE OF DEDICATION.................................................................... STATEMENT OF WORK’S ORIGINALITY..................................... ACKNOWLEDGEMENTS.................................................................. TABLE OF CONTENTS..................................................................... LIST OF TABLES................................................................................ ABSTRACT......................................................................................... ABSTRAK.............................................................................................. CHAPTER I INTRODUCTION
A. Research Background............................................................. B. Problem Formulation.............................................................. C. Problem Limitation................................................................. D. Research Objectives............................................................... E. Research Benefits................................................................... F. Definitions of Terms...............................................................
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Description.......................................................... 1. Extensive Reading............................................................. 2. Intrinsic Motivation........................................................... 3. Learning Styles.................................................................. 4. Classroom Behaviours.......................................................
B. Theoretical Framework.......................................................... CHAPTER III METHODOLOGY
A. Research Method.................................................................... B. Research Participants.............................................................. C. Research Setting..................................................................... D. Research Instrument............................................................... E. Data Gathering Technique...................................................... F. Data Analysis Technique........................................................ G. Research Procedures...............................................................
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A.The Influence of Intrinsic Motivation and Learning Styles on Learners’ Classroom Performance.................................... 1. Individual Characteristics of the Research Participants..... a. Research Participants’ Intrinsic Motivation................... b. Research Participants’ Learning Styles.........................
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TABLE OF CONTENTS
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2. The Influence of Intrinsic Motivation and Learning Styles on Research Participants’ Classroom Performance
B. Research Participants’ Internal Drawbacks on Classroom Performance............................................................................
1. Research Participants’ Strategy in Overcoming Intrinsic Motivation Drawbacks....................................................... 2. Research Participants’ Strategy in Overcoming Learning Styles Drawbacks...............................................................
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions............................................................................ B. Suggestions.............................................................................
1. For Teachers...................................................................... 2. For Future Research...........................................................
REFERENCES................................................................................... APPENDICES
A. Questionnaire Forms of the Research Participants................. Questionnaire Forms of the Research Participant A1............ Questionnaire Forms of the Research Participant B3.............
B. Observation Results Observation Results of Group A from Meeting 1 up to 10.... Observation Results of Group B from Meeting 1 up to 10....
C. Interview Transcripts Interview Transcript of Research Participant A1................... Interview Transcript of Research Participant B3...................
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Table 3.1 Qualitative Components of the Research Design......... Table 3.2 Behaviours Rubric on Classroom Performance............ Table 4.1 Research Participants’ Perception about the Course.... Table 4.2 Research Participants’ Learning Styles........................ Table 4.3 Research Participants’ Preferences............................... Table 4.4 Learning Behaviour of Research Participant A1.......... Table 4.5 Classroom Performance Summary of Research Participant A1............................................................... Table 4.6 Conduct Behaviour of Research Participant A2........... Table 4.7 Classroom Performance Summary of Research Participant A2............................................................... Table 4.8 Learning Behaviour of Research Participant A3.......... Table 4.9 Classroom Performance Summary of Research Participant A3............................................................... Table 4.10 Emotional Behaviour of Research Participant A4........ Table 4.11 Classroom Performance Summary of Research Participant A4............................................................... Table 4.12 Emotional, Conduct, and Learning Behaviours of Research Participant B1................................................ Table 4.13 Classroom Performance Summary of Research Participant B1............................................................... Table 4.14 Conduct Behaviour of Research Participant B2........... Table 4.15 Classroom Performance Summary of Research Participant B2............................................................... Table 4.16 Emotional, Conduct, and Learning Behaviours of Research Participant B3................................................ Table 4.17 Classroom Performance Summary of Research Participant B3.......................................................... Table 4.18 Emotional Behaviour of Research Participant B4........ Table 4.19 Classroom Performance Summary of Research Participant B4............................................................... Table 4.20 Classroom Behaviours Summary of Research Participants...................................................................
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LIST OF TABLES
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ABSTRACT Wiwoho, Argian Nicko. 2008. The Effects of Intrinsic Motivation and Learning Styles on the Performance of Extensive Reading II Students. Yogyakarta: English Language Education Study Programme, Sanata Dharma University.
The underlying principle that Extensive Reading does not only require the learners to comprehend the texts but also to generate critical notions about them is greatly influenced by each pupil’s individual characteristics. The referred to characteristics originate from inside, recognized as internal factors, as well as outside, recognized as external factors, the learners. The research focused on the internal factors, especially intrinsic motivation and learning styles, since they appeared to give direct influence on the learners’ performance. It calls for an investigation of how intrinsic motivation and learning styles influence each individual performance in the classroom. The learners’ classroom performance was assessed by employing behaviours rubric which covered emotional, conduct, and learning behaviours. In addition, the research also attempted to find out the way how learners overcome the existing drawbacks in carrying out the course assignments.
The research investigated the influence of intrinsic motivation and learning styles on the learners’ performance in Extensive Reading II class and involved eight research participants representing one population consisting of learners with various individual characteristics. Descriptive qualitative was the method best utilized to treat the data. Supported by mainly qualitative data collected from a questionnaire, classroom observation sheets, and interview, the research attempted to figure out (1) how intrinsic motivation and learning styles influence learners’ classroom performance and (2) how learners overcome their internal drawbacks in performing the assigned Extensive Reading II tasks.
The research revealed (1) that intrinsic motivation and learning styles functioned differently among the research participants. Research participants who shared the similar characteristics appeared to demonstrate discrepant performance in the classroom. Furthermore, (2) learners, who were intrinsically motivated and had a particular tendency on either wholistic or analytic, dealt with several problems in carrying out the course assignments. Consequently, they had different ways to overcome the existing drawbacks; some of research participants formed study groups in which each member became a proofreader for the other member. Some others were encouraged to undergo trial and error strategy in doing their projects. The rest were sometimes not enthusiastic about doing the tasks and relied on their peers’ help in completing the assignments.
Based on the findings and discussions, teachers are to design the a suitable materials, select a proper teaching methodology, implement the course design, improve the course administration, and finally re-implement the design based on the obtained feedbacks. Furthermore, the findings and discussions of this research could be generalized and implemented in other classes besides Extensive Reading II course with learners who possess the similar individual characteristics. In the end, the ideal course design to facilitate learners with various range of individual characteristics could be generated and implemented to teaching learning processes.
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ABSTRAK Wiwoho, Argian Nicko. 2008. The Effects of Intrinsic Motivation and Learning Styles on the Performance of Extensive Reading II Students. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Prinsip dasar Extensive Reading yang tidak hanya menuntut siswa untuk memahami teks bacaan yang diberikan dalam kelas tetapi juga menuntut siswa untuk berpikir kritis tentang inti permasalahan didalamnya sangatlah dipengaruhi oleh karakteristik setiap siswa. Karakteristik yang dimaksud berasal baik dari dalam diri siswa, disebut sebagai faktor internal, dan dari luar diri siswa, disebut sebagai faktor eksternal. Penelitian ini mengacu pada faktor dari dalam diri siswa, terutama motivasi dari dalam diri dan pola pikir, karena faktor tersebut memberikan dampak langsung terhadap kinerja siswa di dalam kelas. Oleh sebab itu dibutuhkan adanya penelitian tentang bagaimana faktor-faktor internal tersebut mempengaruhi kinerja setiap siswa di dalam kelas. Kinerja siswa di dalam kelas akan dikategorikan berdasar rubrik perilaku yang meliputi perilaku emosi, perilaku interaksi, dan perilaku belajar. Selain itu, penelitian ini juga mencoba untuk mencari tahu cara siswa dalam mengatasi masalah-masalah yang mereka hadapi ketika mengerjakan tugas mata kuliah Extensive Reading II.
Penelitian ini mengarah pada pengaruh-pengaruh motivasi dari dalam diri dan pola pikir yang tercermin pada kinerja siswa di dalam kelas Extensive Reading II. Penelitian ini melibatkan delapan peserta yang mewakili satu populasi yang terdiri atas siswa dengan berbagai macam karakteristik. Deskriptif kualitatif menjadi metode yang digunakan untuk menganalisa data yang ada. Dengan dukungan data kualitatif yang diperoleh dari kuisioner, observasi dalam kelas, dan wawancara, penelitian ini mencoba mencari jawaban dari (1) bagaimana motivasi dari dalam diri dan pola pikir siswa memberi dampak pada kinerja siswa di dalam kelas dan (2) begaimana siswa mengatasi masalah-masalah yang mereka hadapi ketika mengerjakan tugas mata kuliah Extensive Reading II.
Dari penelitian ini didapati bahwa (1) motivasi dari dalam diri dan pola pikir mempunyai dampak yang berbeda pada tiap siswa. Peserta yang mempunyai karakteristik yang sama tampaknya menunjukkan kinerja yang berbeda di dalam kelas. Bahkan (2) siswa yang termotivasi dari dalam diri dan mempunyai kecenderungan pola pikir tertentu mengalami beberapa masalah. Maka dari itu, mereka mempunyai cara masing-masing untuk mengatasinya. Sebagian siswa membentuk kelompok belajar sebagai sarana diskusi. Sebagian siswa mencoba langkah trial and error. Sebagian lainnya tidak begitu antusias dalam mengerjakan tugas yang diberikan dan mengandalkan teman lainnya untuk mengerjakannya.
Berdasarkan hasil yang diperoleh dari penelitian ini, guru disarankan untuk merancang sususan materi yang tepat, memilih metode pengajaran yang sesuai, menerapkan desain yang ada dalam kegiatan belajar mengajar, mengevaluasi proses belajar yang berlangsung, dan pada akhirnya menerapkan beberapa perbaikan dari proses yang telah berlangsung. Maka dari itu dapat diperoleh metode yang tepat untuk memfasilitasi siswa-siswa dengan karakteristik yang berbeda-beda tidak hanya terbatas pada kelas Extensive Reading II saja tetapi juga kelas-kelas lainnya dimana terdapat siswa-siswa dengan beragam karakteristik.
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CHAPTER I
INTRODUCTION
The first chapter elicits general overview and description about the
research. It consists of six sections namely research background, problem
formulation, problem limitation, research objectives, research benefits, and
definition of terms that will be used for further elaboration in the following
chapters.
A. Research Background
Grabe and Stoller (2002: 9) defined reading as “the ability to draw meaning
from the printed page and interpret this information appropriately”. Apparently,
reading can be defined loosely as the ability to make sense of written or printed
symbols. The reader uses the symbols to guide the recovery of information from
his or her memory and subsequently uses this information to construct a plausible
relationship and/or interpretation of the author’s message (Mitchell, 1982: 67). No
matter how easy it is to put a definition of reading, an inevitable multifaceted
reading dimension will be encountered frequently.
It is interesting that learners’ performance on reading tasks is not merely
influenced by their ability to absorb what the author intends to say. Learners are
also affected by the personal perception; it is whether they are motivated or not
(Alderson, 2000: 35). Alderson also exposed the facts that a reader may be familiar
with more than 10.000 words yet s/he is normally able to identify any one of these
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words within a fraction of just a second. One can do this despite the fact that the
words are frequently represented by different shapes from the letter to the next.
Individual can even identify words that have been misprinted or misspelt. Another
example is that reader can cope with the fact that a word has different meanings in
different contexts. Readers can combine the individual meaning of a word to
derive the true meaning of the sentences, extended passages, and prose. This
involves their strategy in drawing inferences and calling upon their experiences in
the situation under the same circumstance. This circumstance differentiates
successful from unsuccessful readers. Therefore, it is necessary to focus on the
individual differences namely motivation and learning styles.
The research focuses on the differences among individuals, especially in
how actually beginning readers become fluent readers and what variables affect
their progress. The most important resource for any potential readers to possess is
an awareness of the way in which they use the language (Wallace, 1992: 35).
Learners’ reading performance depends on many potential features. These features
may come from inside as well as outside of the students themselves. Several
examples are the home/family background of the pupils, the prevailing peer
culture, the ethos of school, the quality of the academic staff, and the individual
characteristics of the pupils.
There are some characteristics that are under the control of a classroom
teacher and there are some others that are not. It is significant to consider the
overall picture and recognize what teachers can change and what is beyond their
control. The first two of these factors, the home/family background of the pupils
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and the prevailing peer culture, are generally beyond the control of the educational
institutions. The rest, which are the individual characteristics of the pupils, can be
changed or taken into account to improve learning process significantly.
The researcher, thereby, focuses the investigation on looking for the effects
of one out of many factors on students’ reading performance. Here the researcher
decides to specify the discussion on the internal factors generally known as
individual characteristics and scrutinizes several variables that may affect students’
performance. However, it is not easy to discover how this performance is
implemented unless an idea of what is learned is clear. This means that
understanding the nature of definitions, rules, and procedures which are eventually
utilized by accomplished readers is obviously important. Thus, this research aims
to help teachers and education practitioners to maximize their performance in
carrying out teaching-learning activity.
B. Problem Formulation
The researcher focuses on the research participants’ classroom
performance in relation to their intrinsic motivation and learning styles which will
be elaborated in the two following questions.
1. How do students’ intrinsic motivation and learning styles influence their
classroom performance?
2. How do students overcome their internal drawbacks in performing the
assigned Extensive Reading II tasks?
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C. Problem Limitation
The researcher intentionally chooses Extensive Reading course conducted
by Father Lucianus Suharjanto S.J., S.S., B.S.T since this course considerably
applies learning approach which requires the learners to engage and generate their
own learning experience. Common Extensive Reading courses are conducted in
such a way that learners are required only to draw an analysis based on supplied
texts. However, in the preferred class, learners are required not only to
comprehend new knowledge, to apply the knowledge meaningfully, and to analyze
the information into its smaller parts but also to synthesize the information to
generate a general conclusion that can be inferred from each learner’s personal
viewpoint. Apparently, each conclusion from each individual is different from one
another due to the existing distinctive individual characteristics; they are intrinsic
motivation and learning styles. Besides, the researcher chooses Extensive Reading
II course taught by Father Lucianus Suharjanto S.J., S.S., B.S.T because this class
is apparently different in terms of methodology from the one the researcher
enrolled in previous semester. It requires the students not only to analyse a
particular topic given in the classroom but it also requires the students to come up
with their syntheses about the assigned topic.
With regard to the identified problems, the researcher first concentrates the
investigation on particular domains of individual constituents namely motivation
and learning styles. Next, the investigation evaluates the consequences of
individual characteristics on students’ performance especially in Extensive
Reading II course. One way to assess respondents’ classroom performance is by
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observing their behaviours. Learners’ observed behaviours are emotional
behaviour, conduct behaviour, and learning behaviour. Afterwards, the researcher
classifies the data in order to build descriptive conclusion of the research.
Eventually, the investigation reveals the effects of intrinsic motivation and
learning styles on the learners’ classroom performance in Extensive Reading II
class.
D. Research Objectives
First, the research attempts to look for insight of the nature of intrinsic
motivation and learning styles, especially in Extensive Reading II classroom
performance. It is obvious that both domains, which are intrinsic motivation and
learning styles, could influence the learners’ classroom performance. Therefore,
the researcher deals with the individual characteristics description of intrinsic
motivation and learning styles of each learner as well as their influence on the
learners’ classroom performance. In order to measure the learners’ performance in
the classroom, the researcher made use of classroom observable behaviours rubric
which covers emotional, conduct, and learning behaviours. At this point, the
influence of intrinsic motivation and learning styles on the learners’ classroom
performance could be observed.
Second, it is true by nature that individual characteristics have both
strengths and weaknesses for the learners. Thus, the researcher tries to look for the
major difficulties that the learners find in the classroom. Besides, the researcher
also tries to figure out the way how actually the learners overcome the existing
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drawbacks to carry out the assigned tasks in Extensive Reading II class.
Eventually, the ways how learners overcome the existing drawbacks in the class
could be figured out.
E. Research Benefits
This research is expected to be beneficial for teachers and education
practitioners since it provides an investigative research on factors that affect
students’ classroom performance. Besides, it is also expected to discover
principles that could be used as a basis for improving techniques of teaching
reading and give substantial contribution to English language teaching area.
Correspondingly, all who are involved in education field may acquire elaborate
knowledge and apply the information they obtain.
F. Definition of Terms
A number of terms are going to be utilized in the following chapters.
Therefore, in order to avoid misconception or misunderstanding on the utilized
terms, the researcher supplies definitions and brief points on each term.
1. Individual characteristics
Individual characteristics refer to the distinct features within the learners
such as classroom behaviours and learning preference. Commonly, these attributes
are the results of individual’s learning habit pattern (Riding, 2002: 2). Therefore, it
is apparently different from one another among individuals. However, some of
these features are generalisable to populations which share the typical constituents.
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Each individual feature varies from one another in terms of its application and
visibility. In the research, individual characteristics refer to the learners’ intrinsic
motivation and learning styles. The researcher seeks how these factors influence
the learner’s classroom performance.
2. Performance
The word performance simply implies broad meaning in terms of what it
refers to. With regard to reading domain, it may portray either reading strategies
such as skimming and scanning or course achievement and course progress.
However, in this research, the term performance refers to the learner’s classroom
progress such as weekly assignments accomplishment and classroom individual
presentation (Brown, 2000: 253). Consequently, learners’ performance could be
observed and, therefore, it could help learners to achieve a better performance.
3. Extensive Reading
“Extensive reading is carried out to achieve a general understanding of a
usually somewhat longer text” (Brown, 2001: 313). It is true that most extensive
reading activities are conducted outside of the class ever since there is insufficient
amount of time inside the class to understand the essence of the texts. Besides, it
also requires students to analyze what the subject matter of the text is.
In this study, the setting of the chosen Extensive Reading II class requires
the students not only to understand and to analyze texts supplied by the lecturer
but it also demands the students to analyze additional texts of their own intellectual
interest. The texts of their own choice have to cover popular, scientific, as well as
literary aspects.
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4. Motivation
“Motivation is the direction and intensity of an individual’s behaviour in
situations in which performance can be evaluated according to some standards; the
standards may be personal or may be imposed as external factors” (Stipek,
1993: 9). It is apparent that individual’s performance in particular tasks is affected
by both personal factor, which is called intrinsic motivation, and external factor,
which is called extrinsic motivation. These factors affect students’ performance
significantly and, therefore, the researcher attempts to investigate the influence of
intrinsic motivation on students’ performance in Extensive Reading II classroom.
5. Learning styles
“Style is related to both personality and cognition” (Brown, 2001: 210).
Personality refers to extroversion, self esteem, anxiety, and so forth. On the other
hand, cognition implies left or right brain orientation, ambiguity tolerance, field
sensitivity, and the like. These characterize the consistent and continuing traits,
tendencies, or preference that could distinguish a learner from the others. One
could, for example, tend to be extroverted or right brain oriented whereas someone
else could be introverted and left brain oriented. In this study, the researcher
intends to pay attention to personality and cognition aspects based on the quoted
Brown’s assertion. Firstly, the researcher focuses the investigation on students’
motivation, figures out their learning styles through multiple data sources, and
afterwards correlates the relationship among those factors and their classroom
performance.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes two sections, namely theoretical description and
theoretical framework. The first section, which is theoretical description, will take
account of the beneficial related theories to be used in the research, whereas the
second section, which is theoretical framework, will depict the correlation between
the referred to theories and their roles in the development of the research.
A. Theoretical Description
Carrel and Grabe (1993), as cited in Schmitt (2002: 233), pointed out that
interest in second language research and practice, especially in reading skill, has
increased dramatically in the past 15 years. Part of this interest is due to the
increasing recognition that reading ability is critical for academic learning. This
interest is also due to the recognition that reading (either second language or
foreign language reading) represents the primary way that students can learn on
their own beyond the classroom activities. Reading, for either second language or
foreign language readers, is complex and the development of fluent reading
abilities by these readers is a challenging action.
However, it is necessary to understand the notion of learning principle.
Learning is a process in which learners are engaged in particular tasks in order to
accomplish specific objectives; that is, not only to succeed in executing the
objectives but also to obtain new meaningful knowledge which afterwards could
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be applied to another learning experience (Fontana, 1985: 37). Obviously, teacher
is not the only one factor who decides that the learning process is important. In
other words, the learners are able to gain new meaningful knowledge from the on-
going learning process, for each learner.
Teachers evidently cannot fully control the class and expect every student
to succeed in completing the assigned course objectives. At some points, it is
recognizable that some learners could succeed in carrying out the course
objectives, some others could succeed although they encounter numerous
hindrances during accomplishing the assigned tasks, and the rest could fail in
carrying out the delegated objectives. Nevertheless, teachers can actually ‘control’
a class to promote and sustain a better learning process by running a well-
organized and effective classroom arrangement. The question would be ‘how is it
possible for teacher to actually control a classroom?’
First of all, teachers should realize the nature of classroom learning. A
classroom is a place in which each individual learner is given opportunities to
practise and implement their current proficiency for the sake of the learner’s
evaluation and advancement (Fontana, 1985: 63). Apart from these opportunities,
learning process can still take place outside the class yet learning process can be
much better if learners are supervised by classroom teachers. One thing that should
be paid attention to is that teachers only fulfill the role as facilitator of learning
process. In other words, instead of spoon-feeding the learners, teachers are
expected to give more drills which are more meaningful and applicable to the
learners’ real life experience. Therefore, teachers are required to arrange a well-
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organized and effective classroom management in order to provide equal
opportunities for each individual learner to develop the learner’s abilities and
accordingly advance to higher level of proficiency.
Alderson (2000: 32) stated that it has become common practice to divide
research into factors that affect reading into the two major clusters of variables that
are typically investigated. These factors are particularly focusing on, first, the
factors inside the reader and, second, significant aspects outside the reader. There
are a lot more constituents that can be investigated from inside the individual
reader. The constituents that are originally developed from each individual are
generally called reader’s variables. The readers’ variables constitute a number of
different variables for instance reader’s prior knowledge or schemata, motivation,
strategies in reading, emotional stability, learning styles, and so forth. These
variables obviously affect individual’s classroom behaviours and attainment.
Referring to the factors inside the readers, this research focuses its attention on two
minor variables namely intrinsic motivation and learning styles.
1. Extensive Reading
“Extensive reading is carried out to achieve a general understanding of a
usually somewhat longer text” (Brown, 2001: 313). In other words, extensive
reading means reading many articles, books, longer texts or passages without a
focus on classroom exercises that may assess comprehension skills. There are
several reading comprehension test activities namely short-answering question
related to the text, generating a conclusion or personal opinion about the text,
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making a review about the text, and retelling the text in front of the class. Instead
of doing these kinds of comprehension test activities, extensive reading requires
the learners to gain the in depth information and, afterwards, grab what actually
beyond the text is.
It is true that most extensive reading activities are conducted outside of the
class ever since there is insufficient amount of time inside the class to understand
the essence of the texts. Lecturers and/or instructors are only facilitators who guide
and direct the learners to narrow their standpoint. Furthermore, extensive reading
requires learners to analyze what the subject matter of the texts is so that learners
could acquire an elaborate information beyond the written texts.
In this study, the setting of the chosen Extensive Reading II course requires
the students not only to understand and analyze texts supplied by the lecturer but it
also demands the students to analyze additional texts of their own intellectual
interest. The texts of their own choice had to cover popular, scientific, as well as
literary aspects. The course is carried out in fourteen effective meetings.
2. Intrinsic Motivation
Cohen and Dornyei as cited in Schmitt (2002: 171), mentioned that
language aptitude was referred to as a special feature for language learning.
Teachers, learners, and researchers will most likely agree that this is a very
important attribute of learning effectiveness. Learners with high language aptitude
could acquire a second language relatively easy, whereas some other learners with
lower language aptitude could achieve the same level of proficiency by means of
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hard work and persistence. The locus of causality for learners’ hard work and
persistence apparently comes from the learners’ intrinsic motivation.
Intrinsic motivation theorists claim that human being is naturally settled
with learning related activities. Stipek (1993: 59) endorsed that external
reinforcement is not necessarily needed because learning is naturally reinforcing.
Intrinsic motivation is obviously not subject to direct observation because it is an
abstract domain. However, it can still be inferred from continuous observations
which eventually lead to a general pattern. For example, some learners exhibit
interest and enjoyment during completing the supplied tasks whereas some others
do not. In other words, individuals learn best when they engage themselves in
learning activities for their own intrinsic motivation. That is all because they want
to rather than because they have to. Working on tasks for intrinsic motivation is
more enjoyable. It also leads to more beneficial learning results compared to
working on tasks for extrinsic motivation, such as pleasing a person in authority,
obtaining rewards, avoiding punishments, and the like.
3. Learning Styles
It is important to note that language aptitude is not the only factor that
determines whether or not learners can acquire a language (Stipek, 1993: 9). Other
factors that affect learning outcomes are native ability, age, contexts of learning,
background experiences, qualifications, style preferences, availability of time,
quality of the input, and many more. It is worth-noting that learners with low
language aptitude could achieve the same level of proficiency as they who have
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high language aptitude by various other factors, such as individual distinctive
learning styles. It implies that style preference also contributes to the success of
learners’ learning results.
Researchers have observed that learners’ learning approach may vary in a
significantly different manner. Cohen and Dornyei (as cited in Schmitt, 2002: 176)
claimed that the concept of learning styles has been used to refer to these existing
differences. Learning styles seems to be relatively stable since they are formed
from each individual’s past experience and gradually become a habit of learning.
Therefore, teachers may not have such a direct influence on this learners’ variable.
Hereby, learning styles may promote a better language learning.
It is necessary to distinguish learning strategies and cognitive styles.
Learning strategies are flexible whereas cognitive styles are in-built, habitual in
use and fairly fixed. Pupils might develop learning strategies in order to help them
in situations where their styles do not match the task being done (Riding, 2002:
99). Since learning styles is fairly fixed, individuals may find difficulties when
their style does not fit the task assigned. They cannot change their styles but they
can develop strategies to carry out the given tasks at ease. Moreover, it enables
them to effectively encounter particular learning situations. Learning styles are
both individually and culturally motivated. Within a particular context, certain
learning preferences among individuals are evidently seen. It means that not
everyone within a culture group has the same learning preferences but the culture
clearly plays a role in the development of our preferences.
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In general, there are two major dimensions in learners’ learning
preferences: they are wholistic view and analytic view (Riding, 2002: 23). The
first dimension affects the way in which people think about, view, and respond to
information and situations. This affects the way they learn, organize information,
apply the information, and interact with other pupils. Wholists tend to see a
situation as a whole and are able to have an overall perspective to appreciate its
total context.
For wholists, there is a possible danger that the distinction among parts in
the total context is blurred so that it is very difficult to distinguish the issues that
make up the whole of a situation. The positive strength of wholistic learners is that
they can see the whole picture by the time they consider a particular situation or
information. Consequently, they can have a balanced view and see situations in
their overall context. The negative aspect of wholistic learners is that they find
difficulties in separating out a situation into its smaller parts or subsystems. In
conclusion, wholistic learners are good at grabbing the overall context from a
particular task. Yet, they may find difficulties in working on the details of each
segment which makes up a particular context.
The latter learning styles dimension in learners’ learning preferences,
which is analytic view, sees a situation as a collection of parts and often focus on
one or two aspects of the situation at a time. Since analytic learners tend to focus
on just one aspect of the whole at a time, this may have the effect of distorting,
exaggerating, or making it more prominent than the remaining segments of a
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system. Thus, there is a possibility that the information is out of proportion to the
total situation.
For the analytics, the positive ability is that they can analyze a situation
into parts and this allows them to come quickly to the heart of any problem. They
are good at seeing similarities and detecting differences. Nevertheless, their
negative aspect is that they may not be able to obtain a balanced view of the
whole. Besides, they may also focus merely on one aspect of a situation excluding
the others and broaden it out of its proper proportion.
4. Classroom Behaviours
This consideration begins with what is generally known as observable
behaviours to the teacher in the classroom. Teachers could notice that some pupils
appear more confident than others, some behave in a cooperative way while others
are disruptive, some attend to the learning tasks while others are not motivated and
poorly organized, and some do well in assessments while others do not. Riding
(2002: 3) classified observable behaviours into three major categories; they are
emotional behaviour, conduct behaviour, and learning behaviour.
a. Emotional Behaviour
Emotional behaviour can be defined as how a student feels about
himself/herself (Riding, 2002: 3). The level of emotional behaviour is apparently
observable in terms of the degree of self-assurance, a quiet self confidence, an ease
in associating with other pupils and environment, and not appearing very nervous
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or anxious in delivering presentations. In this study, emotional behaviour is one
means to assess the students’ intrinsic motivation and learning styles.
b. Conduct Behaviour
Conduct behaviour can be perceived as students’ attitude in interacting
with others (Riding, 2002: 4). Conduct behaviour can be disruptive/active
misbehaviour, such as verbal interruption, distracting other pupils, inappropriate
moving, physical aggression, or non-disruptive/passive misbehaviour such as
inattention, daydreaming, and not completing work.
Disruptive/active misbehaviour usually reduces the pupils’ performance.
Moreover, this impact is also seen not only on the pupils who are misbehaving but
also of other pupils in the group who are distracted. On the other hand, passive
misbehaviour is less likely to be seen as conduct disorder since it is not disruptive.
It is considerably referred to as learning disorder. Like emotional behaviour,
conduct behaviour is also one means to assess students’ intrinsic motivation and
learning styles.
c. Learning Behaviour
Learning behaviour refers to the individuals’ attention to the lessons,
learners’ interest in the available topics and classroom activities, and learners’
effective organization, perserverance, and communication (Riding, 2002: 5). The
way pupils feel and behave later on determine individuals classroom performance
and, therefore, it influences their learning behaviour. In this study, learning
behaviour is also one way to assess students’ intrinsic motivation and learning
styles.
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B. Theoretical Framework
There are obviously many factors that could influence learner’s individual
performance. In this research, the researcher intends to seek the impact of the two
referred to variables by monitoring individual’s observable classroom behaviours
and performance. Thereby, this research focuses its investigation on the factors
within the readers, which are intrinsic motivation and learning styles, and their
effects on individual’s performance.
At this point, it is clear that this research involves intrinsic motivation and
learning styles as its primary discussion. The researcher is aware that both intrinsic
motivation and learning styles are abstract domains; they are not subject to direct
observation but they can be inferred and indicated from several sources namely
continuous observations, inquiry, and clarification through interview. It is also
clear enough that both factors intensely affect individual’s classroom performance.
The researcher attempts to seek the influence of intrinsic motivation and
learning styles on each learner’s performance through particular criteria. In order
to assess the learner’s classroom performance, the researcher observes the research
participants’ classroom behaviours. The intended classroom behaviours covers
emotional behaviour, conduct behaviour, and learning behaviour. Each research
participant is observed during the course. Their observed classroom behaviours
such as being confident or nervous while delivering their personal opinions, being
physically and verbally disruptive to other pupils, being interested in and engaged
in tasks effectively, and so forth are recorded and classified on the observation
sheets.
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Afterwards, the inquiry results from both questionnaire and interview as
well as these recorded and classified classroom behaviours are used to assess each
research participant’s intrinsic motivation and learning styles. As what is stated in
previous paragraphs, this course requires the learners not only to comprehend new
knowledge, to apply the knowledge meaningfully, and to analyse the information
into its smaller parts but also to synthesize the information to generate a general
conclusion that can be inferred from each learner’s personal viewpoint.
The researcher tries not only to discover how intrinsic motivation and
learning styles sustain each research participant’s classroom performance but also
tries to find out how each learner deals with the emerging difficulties due to the
existing individual characteristics. As a result, the research investigates the
research participants’ individual characteristics namely intrinsic motivation and
learning styles as well as the way how each learner overcomes the encountered
difficulties during performing the assigned classroom tasks.
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CHAPTER III
METHODOLOGY
The third chapter exposes the applied methodology and elaborates
procedural steps that are utilized during the research. It entails seven sections
namely research method, research participants, research setting, research
instruments, data gathering technique, data analysis technique, and research
procedure.
A. Research Method
The research is descriptive survey and, therefore, it is naturalistic to the
extent that the research takes place in a real world setting and the researcher does
not attempt to manipulate the subject of interest. Patton (2002: 39) asserted, “the
investigated phenomenon unfolds naturally in that it has no predetermined course
established by and for the researcher as it would occur in laboratory or other
controlled settings.” The researcher naturally gathered data from the selected
participants over a period of time in particular settings and afterwards analyzes
data from all members of the same research participants. Then, the researcher
compares the research participants to one another to determine whether there is a
pattern of change or stability in the data (Cates, 1985: 96). Furthermore, it was also
non-manipulative, non-controlling, and open to whatever emerged since there were
lack of predetermined constraints of findings.
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Another characteristic of descriptive survey research is that it is inductive
and creative (Patton, 2002: 55). The researcher attempted to conduct a natural
setting survey, carried out open-ended data collection, and performed analytical
strategies that hold the factual nature of the data. Interest in the details of the data
to discover important patterns and interrelationship began with exploration of what
to assess. The next step was confirming information guided by general boundary
of what to observe rather than predetermined specific rules. Thus, the qualitative
way of understanding discerned the research results in terms of textual data
featuring frequent use of descriptive forms of analysis and presentation
(Tashakkori and Teddlie, 2003: 250).
The researcher constructed concepts from an inductive analysis of the data.
The inductive analysis, which emphasized exploration and discovery, began with
specific observations and built a particular interest to picture the general pattern.
Information was gathered through open-ended observations as the enquirer came
to understand the pattern that existed in the phenomenon being observed. Inductive
analysis apparently did not require the presence of specified limitation before data
collection began. This was to allow the significant analysis to appear from the
pattern found in the case under study without assuming what the important aspect
would be. The researcher sought to understand the interrelationship among factors
that emerged from the data without making prior assumption. However, it was
necessary to take account of general boundary prior the research began; that was,
by listing several behaviours known as behaviours rubric which includes
emotional, conduct, and learning behaviours to observe.
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The research conclusion presented a description that was bound to a
particular context, situation, and experience. To some extent, the framework
and/or the logical inference are most likely applicable to other research
populations that share the identical characteristics under the specified
circumstances. In order to describe the research method, the researcher provided a
general framework portraying the research components in Table 3.1.
Table 3.1: Qualitative Components of the Research Design
Components Qualitative Purposes Descriptive interpretation of the findings.
Inductive development of inferences. Research method - Relationship - Sampling - Data collection - Data analysis
- Use of researcher influence and multiple data
sources as a tool for understanding - Stratified and simple random sampling - Adapting to particular unexpected situation - Textual analysis - Descriptive approaches
Validity Internal validity Generalizability
- Descriptive and interpretive validity
(comparing and crosschecking the consistency of information derived at different times by different means)
- Comparable to subjects sharing the similar characteristics under the corresponding context
B. Research Participants
The target population was the students taking class B of Extensive Reading
II (ER-II) course of the English Language Education Study Programme of Sanata
Dharma University in 2006/2007 academic year. The researcher decided to choose
students from 2005 academic year because they comprehensively encountered
reading activities, especially in Extensive Reading II, which naturally differed
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from Reading I and Reading II. Besides, they were considered to have better
reading sub-skills capability than other students who were still in the first year of
their study.
The researcher determined to access only a class of ER-II for the sake of
administration effectiveness, thorough elaboration, and time manageability.
Moreover, the researcher involved eight participants belonging to the same class to
be assessed during the period of the data collection phase. In order to carry out the
investigation at ease, the research participants were divided into two major groups;
they were high achieving (HA) participants and average achieving (AA)
participants. Subjects who achieved between 3.31 up to 4.00 Grade Point Average
(GPA) were considered as high achieving participants whereas subjects who
achieved GPA within range of 2.75 up to 3.30 were considered as average
achieving participants.
The researcher intended to search for supporting and sustaining factors that
enabled learners to attain a better performance. Learners’ performance could be
measured from, one out of many, their grades. Accordingly, the researcher only
involved students with high achievement and average achievement. In other
words, students with low achievement were left out considering that they might
provide minor contribution to the research.
C. Research Setting
The research was conducted in the English Language Education Study
Programme of Sanata Dharma University during the even semester of 2006/2007
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academic year. The study and the data gathering process took place in Extensive
Reading II class B taught by Father Lucianus Suharjanto, S.J., S.S., B.S.T. The
classroom setting required the students not only to analyze texts supplied by the
lecturer but also to synthesize additional intellectual interest texts of their own
choice.
In the first four meetings, the students were assigned to determine popular
texts of their own choice. Popular texts referred to general up-to-date topics found
in newspapers, magazines, journals, internet, or other sources. In meeting 5 up to
meeting 7, the students were expected to assemble assignments that were based on
scientific sources which provided theories, such as research reports, journals,
books of particular domain, and the like. In meeting 8 up to meeting 10, the
students had to search literary works which could be related to their previous
topics from popular and scientific field. In the last two weeks, the students had to
compose a final hypothesis that was based on three domains namely popular
reading, scientific reading, and literary reading.
Each week, the students had to compose a report which was based on the
previous text from various viewpoints. The reports and assignments were in the
form of mind mapping, summary, and conclusion of their understanding. The
students were expected to synthesize the relationship among the texts of their
choice and generated a general hypothesis. Later on, they had to present their
hypothesis in front of the class as a partial assessment of the course. Eventually,
this hypothesis was going to be used as a topic of their final essays. At this point, it
was seen that the refered to extensive reading was somewhat different from
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commonly known reading activities. The purpose was not to test reading
comprehension skill or analysis ability but to measure the higher stage of
comprehension skill that is synthesis ability.
In conclusion, it was visible that students were required to compose weekly
reports or assignments, to present their findings, and to attempt to hypothesize the
findings in front of the class. Apparently, this circumstance became the most
prominent reason in conducting research in the referred to class ever since this was
the first experience for the researcher to cope with such a class.
D. Research Instruments
The researcher employed three research instruments as the means to collect
data. The three research instruments were a questionnaire, observation sheets, and
a semi-structured interview. The goal of utilizing three research instruments was to
triangulate and verify the collected data from each instrument. The data collected
from each research instrument were complementary to each other. The researcher
made use of the three research instruments in order to answer the first problem
formulation. Besides, in order to answer the second problem formulation, the
researcher explored the observation sheets and the semi-structured interview.
The first research instrument, which was a questionnaire, was taken and
adapted from Douglas Brown’s (2000) Teaching by Principles: An Interactive
Approach to Language Pedagogy. The questionnaire was in the form of close-
ended and short answer questions. The question items included in the
questionnaire were aimed to reveal the students’ individual characteristics namely
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learners’ intrinsic motivation and learning styles. The intrinsic motivation and
learning styles were abstract domains and, therefore, not subject to direct
observation. Instead, it had to be inferred from some indicators such as
questionnaire results, classroom overt behaviours, and interview results.
The second research instrument, which was observation sheet, was carried
out under unobstrusive condition. Webb (1966: 56) asserted that unobstrusive
condition implements a principle in which the researcher is involved as participant
in the preferred class in order to avoid the emergence of observer’s paradox from
the students. Observation sheets were used to record research participants’
activities during the lesson hour. The nature of the observations was unstructured
and, thus, the researcher was able to note down freely about anything relevant to
the research development. Observations took place in natural real life setting
within ten meetings out of fourteen total meetings. The observations were intended
to verify the data gained from the questionnaire and portray the detailed
description of a particular phenomenon. Besides, they also sought and monitored
specific and defined behaviours; they were emotional, learning, and conduct
behaviours that were relevant to the research development.
The third research instrument, which was an interview, was conducted after
distributing the questionnaire and carrying out several observations. It aimed to
explore in depth information from the selected research participants. Interviewees
were interviewed with open-ended questions elaborating unanticipated
circumstances in the classroom. The interview was conducted through prior
appointment with the interviewees. The interview items were semi-structured and,
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subsequently, pre-determined based on the actually happening events in the
classroom. The interview results captured direct quotations about learner’s
experience, feelings, and personal perspective.
E. Data Gathering Technique
The data gathering process took place in the even semester of 2007/2008
academic year in which Extensive Reading II was carried out. Regarding the three
distinct research instruments, the data gathering process also differed from one
another in terms of time and settings. The first research instrument, which was a
questionnaire, was distributed, collected, and assessed prior to the beginning of the
Extensive Reading II course. After identifying the subjects’ divergent
characteristics, classroom observations were then executed in order to gain factual
data of each subject. Thirdly, the semi-structured interview was put into action
with the purpose of obtaining further information for the sake of the research
analysis clarity.
F. Data Analysis Technique
The researcher classified the findings into several constituents so that it
was easier to compare the participants’ divergent characteristics. The researcher
brought together the collected data and described the influence of components on
students’ performance. Intrinsic motivation and learning styles were indefinable
domains and, thus, they were not subject to direct observations but they were to be
inferred from a number of indicators.
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One way to assess learners’ intrinsic motivation and learning styles was by
employing multiple data sources; they are a questionnaire, observation sheets, and
an interview. The questionnaire classified the students based on their learning
styles and elicited surface information about both learners’ intrinsic motivation
and learning styles. First of all, the grouping system was carried out by means of
the questionnaire instrument. When research participants preferred to learn one
topic for discussion at a time rather than learning two topics simultaneously, they
were considered as analytic learners. On the contrary, if research participants
preferred to learn two topics for discussion at a time rather than learning topics
part by part, they were considered as wholistic learners. Another consideration was
if research participants were interested in a hierarchical learning system in which
all the materials were arranged in a way based on certain categories, they were
considered as analytic learners. In contrast, if research participants were interested
in a more flexible learning system in which the materials might expand into
another topic, they were considered wholistic learners. At this point, the researcher
could group the research participants into either wholistic or analytic learners and
observe the typical characteristics of each group. The observations resulted on a
number of divergent responses among research participants.
Then, observations were conducted to confirm the consistency of the data
collected from the questionnaire. The observations recorded each learner’s
emotional, conduct, and learning behaviours in considering the learner’s classroom
performance. Emotional behaviour included self-assurance, self-confidence,
cooperation with other pupils and nervousness. Conduct behaviour elicited
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distraction, interruption, physical aggression, and inattention. Learning behaviour
covered personal interest in the lesson, effective communication, and
perseverance. Both positive and negative behaviours on classroom performance is
summarized in Table 3.2.
Table 3.2: Behaviours Rubric on Classroom Performance
Classroom Performance Positive Behaviours Negative Behaviours
Emotional Behaviour
• Steady state of self confidence. • Not appearing overly anxious
and nervous. • Dynamic participation in the
activities.
• Inconstant state of self confidence.
• Develop the sense of nervousness in a particular circumstance.
Conduct Behaviour
• Carry out relevant activities to the lesson.
• Acceptable physical movements.
• Improper verbal and nonverbal distractions.
• Inappropriate physical aggression.
Learning Behaviour
• Exhibit interest in the lesson. • Lack of interest in the lesson.
Afterwards, the interview was carried out to verify unanticipated
circumstances and gain deeper understanding on the research interest. In
accordance with the first research question, the researcher analyzed the data by
looking for similarities and differences among participants’ responses. These
similarities and differences were concluded from the three research instruments.
Besides, the research respondents’ progress throughout the course was also
monitored. This process continued until the comparative analysis did not
contribute something new anymore – commonly called data saturation. Hence, for
the sake of research effectiveness, the researcher could omit parts that did not
contribute new information any longer.
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Regarding the second research question, the researcher paid attention to
respondents’ classroom behaviours by means of observation sheets and highlighted
problems generally encountered by each respondent during performing and
accomplishing the given tasks. The researcher could draw conclusions how
research participants dealt with the problems they found during the lesson. The
researcher progressively elaborated a general statement and conclusion well
grounded on the data through induction. Obviously, a conceptual understanding on
the topic that primarily referred to literature review had to be combined with the
researcher’s arguments. Accordingly, the findings and conclusions of the research
were considerably valid. Moreover, in order to provide research internal validity,
the researcher employed the multiple data source strategy. A triangulation can be
achieved by combining the analysis and interpretation of the data collected and the
personal perspective of the researcher.
G. Research Procedures
Firstly, the researcher was aware that the research participants’ language
skills performance could differ from one another. At this point, the researcher
decided to look for the effects of internal factors on particular language skill. For
the sake of efficiency and manageability, the researcher, therefore, specified the
broad topic into a narrow one; the influence of internal factors on students’ reading
performance. It was obvious that internal factor cannot be separated from external
factor. However, external factor was not directly related to the operation of the
internal factor even though they might have causal relationship.
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The topic concerned was, nevertheless, still too broad since there are many
factors that might affect students’ performance. Consequently, the researcher
determined to focus on one major scope, which was individual characteristics, and
later on this major scope could be subcategorized into two minor constituents,
which were intrinsic motivation and learning styles. The researcher referred to
motivation and learning styles as the two minor constituents due to their
correlation to students’ performance.
The essence was that it described how these components might influence
students’ performance and which one played the major role in it. Later on the
researcher outlined a qualitative research design due to several considerations.
Next, the researcher adapted and designed three research instruments; they were a
questionnaire, observation sheets, and a semi-structured interview.
After considering what information that was needed to complete this
research and arranging it into part of the research instruments, data gathering
process could be executed. The questionnaire was distributed, collected, and
analyzed prior to the Extensive Reading II course initiation. The questionnaire was
designed to seek for information about research participants’ characteristics.
Afterwards, observations could be implemented along with the course progress.
The observations monitored the three perceptible behaviours. The first one was
emotional behaviour; it included self-assurance, self-confidence, cooperation with
other pupils and nervousness. Secondly, it was conduct behaviour; it elicited
distraction, interruption, physical aggression, and inattention. Thirdly, it was
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learning behaviour; it covered personal interest in the lesson, effective
communication, and perseverance.
The descriptive analysis depicted a combination of the collected data and a
presentation of the researcher’s arguments. The researcher brought together the
collected data and described the influence of constituents on students’
performance. Finally, through induction the researcher progressively elaborated a
general statement and conclusions well grounded in the data.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
The chapter depicts the results, analysis, the researcher’s arguments, and
discussions which were based on multiple data sources namely a questionnaire,
observation sheets, and interview. The researcher divided chapter four into two
major sections. The first section described the individual characteristics of each
research participant and the influence of intrinsic motivation and learning styles
on each learner’s classroom performance. The second section described the way
how actually research participants overcame the drawbacks in performing the
assigned Extensive Reading II tasks.
A. The Influence of Intrinsic Motivation and Learning Styles on Learners’
Classroom Performance
1. Individual Characteristics of the Research Participants
Learning process is not only determined by the teacher factor but there are
also a number of factors which could influence the process of learning. For
instance, peer group’s influence, learning environment, and home background.
The locus of interest of the research was the factor within each learner. It was
apparent that each research participant was equipped with varied and unique
individual characteristics that greatly influenced his/her performance in learning
process. One example of individual characteristic is intrinsic motivation. Research
participants who were intrinsically motivated theoretically had goals that did not
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provide direct advantage as those of research participants who were extrinsically
motivated. Intrinsically motivated research participants would establish long term
goals which emphasize the process of learning rather than the results of learning.
Some learners had a tendency to exhibit risk-taking characteristic which
enabled them to do trial and error whereas some others tend to play safe by
avoiding risk-taking in accomplishing an assignment. In another circumstance, it
turned out that some learners preferred to work in group frequently in order to
obtain feedbacks from the peer group while some others preferred to work
individually so that they could measure their true proficiency.
Another domain of individual characteristic is learning styles. Research
participants were generally considered as either wholistic learners or analytic
learners. The nature of learning styles preference represented the way research
participants respond to particular stimuli in the learning environment. Wholistic
and analytic research participants were different from one another in terms of
responses when they encountered particular circumstances. A learning
environment could provide the same stimuli for its pupils. However, these stimuli
could obviously bring about different responses between wholistic and analytic
learners. Learners could not easily switch it on and off since it represented the
way they were. This is in line with Riding’s statement which exposed that
learning styles are constant for the learners and is not something that appears to
change from time to time (Riding, 2002: 22). Furthermore, when learners were
aware of their learning styles, they could develop strategies to make use of their
strengths more effectively and controlled the effect of their weaknesses.
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The existing diversities from individual characteristics were fairly
beneficial as well as detrimental for the learners in experiencing meaningful
learning under a particular learning environment. It was impossible to eliminate
the detrimental effect of the individual characteristics. Nonetheless, teachers could
attempt to facilitate the beneficial features and diminish the detrimental effects of
the referred to characteristics. Therefore, each learner could be given equal
opportunities which enable the learner to make use of the beneficial individual
characteristics effectively.
a. Research Participants’ Intrinsic Motivation
The questionnaire results showed that each research participant was
intrinsically motivated. It was significantly seen from their answer for the
questionnaire item which required them to elicit their long term purpose in
learning English language. It was worth noting that most of their answers
consisted of “I want to enrich my knowledge about English language not only as
user but also as teacher” or “I want to be able to use English language fluently”
(see Appendix A). However, their intrinsic motivation functioned differently from
one to another when it was related to their classroom performance and observed
classroom behaviours during the course. The emerging differences were noticed
when the researcher inquired about the research participants’ perception about the
course. It was worth bearing in mind that the research participants were divided
into two groups; they were group A, which consisted of research participants with
GPA between 3.3 up to 4.0, and group B, which consisted of research participants
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with GPA between 2.75 up to 3.29. Some of these differences were presented in
Table 4.1.
Further investigation through the interview turned out that the research
participants’ answers had a common similarity; they intended to gain knowledge
from the lesson and apply the obtained knowledge outside the classroom (see
Appendix C). When the research participants were aware of the knowledge
application outside the class, they were considered as intrinsically motivated
learners. Nonetheless, the analysis and discussion were not merely based on this
assumption. In order to arrive at a deeper level of discussion, the researcher made
use of two other research instruments namely observations and interview to verify
the findings.
Table 4.1: Research Participants’ Perception about the Course
Research Participants’ Perception Group A Group B
Felt confident with his/her ability to succeed in accomplishing the course objectives. 75% 75%
Felt quite uncertain with his/her ability to succeed in accomplishing the course objectives. 25% 25%
Perceived mistakes as encouragement to learn something new. 75% 50%
Perceived mistakes as discouragement that hinder a better learning experience. 25% 50%
Considered that some topics were not interesting. 25% 50%
Considered that some topics were not practical and not directly related to his/her daily life. 50% 50%
Thought that classroom activities were boring. 25% 75%
Considered that the course assignments were burdening. 100% 100%
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Based on Table 4.1, research participants had varying opinions about the
Extensive Reading II course. They were all intrinsically motivated. However,
their existing discrepant opinions would bring about different performances in the
classroom. Research participants who had a positive perception about the
Extensive Reading II class indeed would respond differently in terms of
behaviours from research participants who had a negative perception. The
behaviours were represented in Table 3.2. It identified the expected behaviours
that could occur in the classroom.
The researcher previously stated that learning was not only determined by
the teacher factor but there were also other factors which could influence the
learning process. These factors originated from both external and internal factors.
Examples of external factors were peer group influence, learning environment,
and home background whereas examples of internal factors are intrinsic
motivation and learning styles. The locus of interest of the research was the
internal factors of the research participants. It was apparent that each research
participant was equipped with varied and unique individual characteristics that
greatly influence his/her performance in learning process. One domain of
individual characteristics was intrinsic motivation. Research participants who
were intrinsically motivated theoretically had goals that did not provide direct
advantage as those of research participants who were extrinsically motivated.
Intrinsically motivated research participants would establish long term goals
which emphasize the process of learning rather than the results of learning.
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In addition, intrinsically motivated research participants particularly
needed topics for discussion that were interesting and applicable to the real life
setting outside the class. Besides, they also wanted topics for discussion that had
direct relation to their daily life. As a result, they would consider that the
information they obtained from the classroom was meaningful. Further discussion
on the divergent responses of intrinsically motivated research participants would
be exposed on section 2.
b. Research Participants’ Learning Styles
The questionnaire revealed the research participants’ learning styles.
Based on the results, some research participants appeared to be wholistic, whereas
some others apppeared to be analytic. The scoring chart below indicates that a
score of 60 is the midpoint. It means that there is no particular dominance on
either wholistic or analytic if research participant’ score is 60.
Table 4.2: Research Participants’ Learning Styles
64 – 70 Moderately wholistic 57 – 63 No particular dominance on either wholistic or analytic
50 – 56 Moderately analytic Research Participant Questionnaire Results
A1 66
A2 64
A3 54
A4 55
B1 56
B2 64
B3 51
B4 64
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At this point, it was worth remembering that the research participants were
grouped into either group A or B depending on their GPA. Group A consisted of
research participants with GPA between 3.3 up to 4.0, whereas group B consisted
of research participants with GPA between 2.75 up to 3.29. Some of the research
participants shared the same characteristic; it was whether they belonged to
wholictic learners group or analytic learners group. Even though, some discrepant
responses and behaviours in the classroom among research participants belonging
to the same group were research participant to observation.
The justification process of grouping research participants into either
wholistic or analytic learners continued to a deeper level of investigation. The
researcher made use of observation sheets instrument to validate the questionnaire
results. Besides, the researcher also monitored research participants’ observable
behaviours, which covered emotional, conduct, and learning behaviours, in order
to figure out the answers for the research problem formulation. In practice, the
researcher considered research participants as either wholistic learners or analytic
learners if they demonstrated particular behaviours that indicated the
characteristics of a particular learning style. Table 4.3 illustrated the
characteristics of both wholistic and analytic learners in line with the results of the
research participants’ learning styles. The findings showed that some research
participants shared similar individual characteristics. However, their application
for the sake of performance in the Extensive Reading II class varied from one to
another among research participants.
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Table 4.3: Research Participants’ Preferences
Brief points Group A Group B
Wholistic Analytic Wholistic Analytic
Working preference • Prefer individual work in completing
the assigned tasks. • Prefer group work in completing the
assigned tasks.
50% - 25% -
- 50% - 75%
Instructions Preference • Prefer detailed verbal explanations
or instructions over written ones. • Prefer demonstrated and illustrated
examples in the instructions.
50% - 25% -
- 50% - 75%
Problem Solving Preference • Looking at problems as a whole and
in general context. • Looking at problems part by part in
a specific context.
50% - 25% -
- 50% - 75%
Tests Preference • Multiple choice questions. • Essay or open-ended questions.
50% - 25% -
- 50% - 75%
Several hints, which could characterize research participants into either
wholistic or analytic learners, could be seen from research participants
preferences. These preferences covered their working preference, instruction
preference, problem solving preference, and tests preference. Table 4.3 displayed
the research participants’ learning styles belonging to each group. The influence
of research participants’ learning styles could be observed from their overt
classroom behaviours and would further be discussed in section 2.
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2. The Influence of Intrinsic Motivation and Learning Styles on Research
Participants’ Classroom Performance
In the previous section, intrinsic motivation and learning styles resulted in
different responses among the eight research participants. Therefore, it was
necessary to scrutinize each research participant’s classroom behaviours.
Nonetheless, some comparisons between or among research research participants
could be found in order to provide apparent similarities and/or differences.
The research revealed that every research participant was intrinsically
motivated. The research participants answered that they wanted to learn in order
to obtain personal advantages. Further investigation by means of interview
revealed that the referred to advantages did not have to provide direct benefits
such as obtaining good grades and obtaining rewards for them. The research
participants’ answers apparently had a broad similarity; they wanted to be able to
use and apply the obtained information and skills to their field of expertise as
teachers. Nevertheless, intrinsic motivation worked differently when later on the
focus moved to the research participants’ classroom behaviours. Basically, the
major difference between intrinsic and extrinsic motivation lies on the reason why
learners act as they do (Fontana, 1985: 58); whether learners perform an action for
their own sake in order to obtain pleasure and satisfaction such as enjoy doing a
particular activity or learners perform an action in order to obtain extrinsic reward
such as good grades or to avoid punishment.
Based on the interview, the research participants had primary and
secondary purposes. Their primary purpose, considered as intrinsic motivation,
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was to gain knowledge from the lesson and to apply the obtained knowledge
outside the classroom. Meanwhile, their secondary purposes, considered as
extrinsic motivation, were to achieve good grades, to avoid penalties or extra
assignments, and to acquire rewards. However, the focus of the research was only
the research participants’ intrinsic motivation even though it was impossible to
put aside the existing extrinsic motivation.
Based on the observations, each research participant behaved differently
from one to another. Throughout the course, research participant A1 demonstrated
significantly steady state of self confidence starting from the first meeting of the
course (see Appendix 2). It was seen from her progress inside the classroom. Her
abilities and high state of self confidence allowed her to work both individually
and cooperatively. In addition, she frequently questioned ambiguous part of the
upcoming assignments to the lecturer. However, her wholistic characteristic
encouraged her to be less cooperative and to attempt independent tasks
accomplishment most of the time. In other words, she looked for help only
whenever it was necessary. Her high state of self confidence was not only seen
from her work preference but also from her projects presentation in front of the
class in which she seldom hesitated in presenting her ideas.
Regarding her conduct behaviour, she validated effective communication
by showing appreciation to other students when they delivered their projects
presentation. At some fine points, she felt fatigued because she thought that the
course assigments obviously burdened her since there were many other
assignments that had to be done with the same deadline. Therefore, she sometimes
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displayed ineffective communication whenever her concentration split. The
interview results revealed that she probably could do the assignments better if she
was given longer time. She perceived the course positively. It meant that whatever
the materials, whether she was interested in them or not, she tried to focus on
accomplishing the course objectives. Her perception about trial and error during
the course did not hinder her to achieve a better result whereas some other
research participants felt frustrated whenever they found difficulties during the
tasks accomplishment.
In relation to her learning behaviour, her wholistic characteristic and
persistent intrinsic motivation facilitated her to maintain her concentration during
the course. It was observable from each meeting in which she tried to listen to
both the lecturer’s explanations and her friends’ projects presentation. Besides,
instead of taking notes while listening to the lecturer’s explanations, she had a
tendency to take notes only on the major parts. This occured in meeting 3, 4, 8,
and 9 as presented in Table 4.4.
Table 4.4: Learning Behaviour of Research Participant A1
Learning Behaviour Meeting 3: Took notes on the important details and major points of lesson. Meeting 4: Focused on the lecturer’s explanation and took notes while listening if necessary. Meeting 8: Took notes while listening if necessary. Meeting 9: Listened to the lecturer’s explanation and took notes if necessary.
In other words, she would listen to the explanation and then summarize the
core whenever it was necessary. The observable classroom performance of
research participant A1 is summarized in Table 4.3.
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Table 4.5: Classroom Performance Summary of Research Participant A1
Research Participant A1
Meetings 1 up to 10
• Demonstrated constant emotional behaviour by showing steady state of self confidence in the tasks accomplishment.
• Exhibited effective conduct behaviour by appreciating other pupils’ projects presentation during the course.
• Displayed positive learning behaviour which supported the learning experience by showing persistence in carrying out the course objectives.
Almost similar to research participant A1, research participant A2
demonsrated a nearly steady state of self confidence throughout the course.
However, it was clearly seen that at some time during the course administration
she had a tendency to be more dependent on the peers than to herself. This
condition contradicted her nature as a wholistic learner because wholistic learners
would work individually. Further investigation by means of interview revealed
that she had tendency to perceive the the course more negatively. She thought that
some of the available topics for discusion were not interesting. As a result, her
interest in the topics influenced her concentration and attention during the lesson.
Therefore, in some meetings in which she was interested in the available topics
for discussion, she showed high state of self confidence by willingly put forward
her opinion and actively involved in the classroom activities. On the other hand, if
she was not interested in the topics, she demonstrated ineffective emotional
behaviour by exhibiting unsteady state of self confidence.
In relation to her conduct behaviour, her interest once again influenced the
way she behaved to other pupils. She exhibited both verbal and nonverbal
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distraction to other pupils during the course. If she was not interested in the given
topic for discussion, she frequently talked about other topics that were irrelevant
to the course with her peers. This could be traced in meeting 1, 4, and 8.
Table 4.6: Conduct Behaviour of Research Participant A2
Conduct Behaviour Meeting 1: Provided verbal disturbance for other pupils by talking noisily. Meeting 4: Provided verbal nuisance for other students by talking loudly. Meeting 8: Provided noise diturbance for other pupils by talking loudly during the course.
This also caused her attention to split among the lecturer’s explanation,
classroom objectives, and her peers. This obviously also influenced her learning
behaviour. Successful learning behaviour would be indicated by individual’s
persistent perception. At this point, it was noticed from the observation that she
sometimes well attended the lesson if the topics were interesting and, on the
contrary, she neglected the classroom objectives if the topics were not interesting
for her.
Table 4.7: Classroom Performance Summary of Research Participant A2
Research Participant A2
Meetings 1 up to 10
• Demonstrated ineffective emotional behaviour by showing unstable self confidence in the tasks accomplishment.
• Exhibited unsteady conduct behaviour depending on her interest in the available topics for discussion.
• Displayed partially positive learning behaviour which supported the learning experience by attempting to accomplish the course objectives.
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Different from research participant A1 and A2, who were wholistic
learners, research participant A3 was analytic learner. Based on the observations,
compared to the wholistic learners who mostly had tendency to take notes on the
major parts of the lecturer’s instruction, most analytic learners had tendency to
take notes on all the lecturer’s explanation while listening to it, discussing with
the peers, or doing other activities. This behaviour could be traced in meeting 1, 2,
4, and 5. Regarding her emotional behaviour, she exhibited a gradual development
of self confidence in the classroom. For instance, in meeting 1 she hesitantly
performed the course objectives, in meeting 2 she started to accomplish the given
tasks willingly, and in meeting 3 she began to work effectively by cooperating
with her peers in completing the available assignments.
Table 4.8: Learning Behaviour of Research Participant A3
Learning Behaviour Meeting 1: Listened to the lecturer’s instructions while taking notes. Meeting 2: Paid attention to the lecturer’s explanations while taking notes. Meeting 3: Listened to the lecturer’s instructions while taking notes. Meeting 4: Listened to the lecturer’s instructions while taking notes.
Additional information from the interview revealed that she considered
some of the available topics for discussion were not practical. In other words, she
could not manage to apply the knowledge she obtained from the lesson to the real-
life environment. She thought that the classroom activities were boring. Repeated
pattern of classroom activities such as explanations, instructions, discussions, and
presentations sometimes made her fatigued. In addition, at some points in the
observations, it was seen that she was sometimes disrupted verbally and
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nonverbally by other pupils’ behaviour. Nonetheless, her positive perception
sustained her concentration. Although sometimes she felt fatigued with both the
classroom assignments and activities, her gradually developed state of self
confidence and trial-error effort facilitated her to remain focused on the course
objectives. She attempted concentrating on the assigned tasks. In conclusion, her
positive perception significantly supported her learning behaviour during the
course.
Table 4.9: Classroom Performance Summary of Research Participant A3
Research Participant A3 Meeting 1 up to 10
• Demonstrated gradual development of emotional behaviour by showing stable self confidence in the tasks accomplishment.
• Exhibited effective conduct behaviour by attempting to stay focus on the course objectives although sometimes was distracted by other pupils’ behaviour.
• Revealed positive learning behaviour which supported the learning experience as a result of her positive perception regardless of all obstacles.
Research participant A4 was similar to research participant A3 in terms of
learning styles; she was analytic learner. Nevertheless, the observation results
were significantly different from other research participants belonging to group A.
It was true that every research participant was intrinsically motivated. However,
there were several perceptible distinction on the research participants’ classroom
behaviours. In general, the major difference between research participants
belonging to group A and research participants belonging to group B laid on the
persistence in accomplishing course objectives. This persistence resulted in
positive learning behaviour that could support a better learning experience. Being
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attentive to the lecturer’s explanation, demonstrating interest in the available
topics, and actively engaged in classroom activities were several examples which
indicated positive learning behaviour.
Regarding the results of the observations and further investigation by
means of interview, research participant A4 was much different from other
research participants belonging to group A. Research participant A4 had a
significant negative perception about herself as well as about the course. In
comparison, research participants A1, A2, and A3 demonstrated a fairly steady
state of self confidence throughout the course. Meanwhile, research participant A4
exhibited a particular degree of uncertainty in the classroom. This was fairly seen
from meeting 1, 3, 5, and 10.
Table 4.10: Emotional Behaviour of Research Participant A4
Emotional Behaviour Meeting 1: Listened to what the peer group said. Meeting 3: Greatly influenced by and dependent on peer group. Meeting 5: Speech defect, hesitation, and frequent short pauses in delivering the presentation. Meeting 10: Hesitation, short pauses, and nearly inaudible voice during the presentation.
In other words, she had a low self confidence even though sometimes she
gradually became confident in performing the assigned tasks. Her unsteady state
of low self confidence was noticed several times during the observations. She had
a tendency to be greatly dependent on her peers most of the times and left out the
assigned classroom objectives. When she delivered her projects presentation in
front of the class, she was obviously nervous by showing frequent hesitation, short
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pauses, inaudible voice and other speech defects. This circumstance apparently
influenced and discouraged her self confidence because from meeting to meeting
it was clearly seen that she exhibited great dependence on her peers and inconstant
self confidence.
Furthermore, she also perceived that the available topics for discussion
were not practical since she rarely found such a case in real setting environment. It
meant that she could not directly apply the knowledge she obtained from the
lesson to her real life environment. As a result, most of the times when she felt
bored with the supplied topics, she preferred to have a chit-chat with other pupils
and displayed some verbal and nonverbal nuisances to other pupils. Consequently,
the learning experience was fairly meaningless. Further investigation by means of
interview revealed that research participant A4 undeliberately performed such
behaviours since she had less interest in the topics available for discussion.
Therefore, she focused most of her attention only to parts that interested her and
had obvious relevance to her real life experience. She was willing to carry out the
course objectives even though she was not interested in the available topics. The
degree of uncertainty affected the level of success in accomplishing the assigned
task. Her performance was not as good as those of other research participants
belonging to the same group.
In relation to her learning behaviour, she demonstrated common features
that analytic learners would do. She took notes on the lecturer’s explanations and
instructions while doing other activities such as listening to the given explanations
and having discussion with other pupils. Therefore, sometimes she took notes on
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all details that were exlplained by the lecturer. Nevertheless, she still could not
perform the course assignments satisfactorily. In order to become aware of what
actually she should do with the assigned tasks, she frequently inquired her peers
about what to do and cooperated with them in accomplishing the tasks.
Table 4.11: Classroom Performance Summary of Research Participant A4
Research participant A4 Meetings 1 up to 10
• Demonstrated unsteady state of emotional behaviour by showing inconstant self confidence in the tasks accomplishment that might discourage better learning process.
• Exhibited detachable positive conduct behaviour by providing verbal and nonverbal distractions and simultaneously showing appreciation to other pupils’ projects presentation.
• Showed partially negative learning behaviour due to her unsteady state of self confidence.
Afterwards, the focus of the discussion turned to research participants
belonging to group B who were considered as average achievers. Three-quarter of
the research participants belonging to group B were analytic learners.
Nonetheless, these similarities did not indicate the same classroom behaviours
among the research samples.
Research participant B1 was analytic learner. She had a greatly negative
perception about the course. Initial investigation by means of observation revealed
that she exhibited an explicit degree of uncertainty throughout the course. Her
repetitive emotional, conduct, and learning behaviours were evidently perceivable
starting from meeting 1 up to meeting 10 (see Appendix 2 for details). It,
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afterwards, became a pattern that interested the researcher to develop deeper
investigation by means of interview.
The results of the interview showed that she was not interested in the
available topics for classroom discussion, perceived the topics not practical to her
daily life, and considered the classroom activities boring. Her negative perception
about the lesson greatly influenced her classroom behaviours. In relation to her
emotional behaviour, she exhibited a significantly low self confidence since she
frequently was dependent on her peers in accomplishing the assigned tasks.
Several examples from the observations were represented in Table 4.12 below.
Table 4.12: Emotional, Conduct, and Learning Behaviours of Research Participant B1
Emotional behaviour Meeting 1: Paid more attention to the peers than to the lecturer’s explanations. Meeting 5: Hesitation and short pauses occured during delivering the presentation. Meeting 7: Hesitation and evident long pauses occured during delivering the presentation. Conduct Behaviour Meeting 1: Frequent interruption and nonverbal interference to other pupils. Meeting 2: Frequently gave verbal and nonverbal nuisance to other pupils. Meeting 7: Did not appreciated other pupils by not listening to their presentations. Meeting 8: Caught up daydreaming and not focusing on the lesson. Learning Behaviour Meeting 1: Took notes while listening and chitchatting with peer group if necessary. Meeting 2: Kept busy doing irrelevant activities to the course and leaving out the course objectives. Meeting 8: More discussion on irrelevant topics to the course with the peers.
From meeting to meeting, she continuously repeated these actions.
Moreover, her low self confidence was also noticed from her projects presentation
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in front of the class or in a small group discussion. She exhibited numerous
speech defects in delivering the presentation such as hesitation and frequent long
pauses. In addition, based on the observations, the presentation particularly did
not provide adequate information about her topic.
Furthermore, she established a significantly ineffective conduct behaviour
since she provided major verbal and nonverbal interference to other pupils during
the lesson over and over again. It obviously resulted in the decreased level of self
concentration on the lesson. Due to the existing decreased level of self
concentration, she did not persist in carrying out the course objectives. She
regularly left out the given tasks or passively engaged in the classroom activities
and preferred to have other activities such as daydreaming and chit-chatting with
her peers. In addition, she was sometimes unaware of what to do and, therefore,
she often confirmed the peers what the lecturer’s instruction was. In conclusion,
she evidently had problems in coping with self concentration because her
impersistence in completing the course objectives consistently emerged from time
to time.
Table 4.13: Classroom Performance Summary of Research Participant B1
Research participant B1 Meetings 1 up to 10
• Demonstrated fluctuating emotional behaviour by showing inconstant self confidence in the tasks accomplishment that might discourage better learning process.
• Exhibited considerably negative conduct behaviour by providing frequent verbal and nonverbal distractions.
• Exhibited difficulties in handling self concentration that discouraged better learning behaviour.
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Similar to research participant B1, research participant B2 was analytic
learner. Nonetheless, he had a rather positive perception about the course.
Regarding his emotional behaviour, it was noticed since the initial period of the
course administration that he possessed a remarkably high self confidence. It
could be inferred from his independence in completing most of the assigned tasks
throughout the course. He had a tendency to learn rather cooperatively than
individually. Further investigation revealed that he considered some available
topics for discussion not interesting and some classroom activities boring.
However, he attempted to work and concentrate on a topic of his own choice for
his final project. Therefore, he frequently preferred to work individually because
he was merely not interested in the supplied topics. His nature of analytic learner
came up later when he delivered the projects presentation (see Appendix 2 and 3).
It was noticed that his presentation was remarkably outstanding in terms of
delivery and preparedness. He did not indicate such a case of speech defect that
happened to other research samples during delivering their projects presentation.
Apparently, he really put much effort in his presentation since it was structurally
ordered from the broad topic into narrow points, provided information adequately,
and described the fine points clearly.
Table 4.14: Conduct Behaviour of Research Participant B2
Conduct Behaviour Meeting 2: Provided physical aggression and nonverbal interference to other pupils. Meeting 4: Did not appreciate other pupils’ presentation by doing irrelevant activities to the course. Meeting 6: Daydreamed at some times during the lesson.
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Concerning his conduct behaviour, he demonstrated verbal and nonverbal
distraction as well as physical aggression excessively. Further investigation by
means of interview revealed that he was more interested in the peers activities
than in the available topics for discussion and the classroom activities. He, by
some means, did not skip the course objectives but that he was obviously a
distraction source for other pupils. Unfortunately, he exhibited this behaviour
repeatedly from meeting to meeting and it obviously interfered other pupils’
concentration.
In relation to his learning behaviour, he was not different from other
research participants who were analytic learners. He mostly took notes on all
details given by the lecturer while doing other activities. He sometimes could not
follow what to do about the assigned tasks because in some meetings he came
late. Nevertheless, his constant self confidence encouraged him to be actively
involved in the classroom activities in a positive way inspite of all distraction he
provided for other pupils.
Table 4.15: Classroom Performance Summary of Research Participant B2
Research participant B2 Meeting 1 up to 10
• Demonstrated established emotional behaviour by showing constant self confidence in the tasks accomplishment throughout the course.
• Displayed significant disruptive conduct behaviour by providing frequent verbal and nonverbal interference as well as physical aggresion to other pupils.
• Exhibited partially negative learning behaviour due to his being not interested in the topics available for discussion.
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Previously, it was mentioned that the major difference between research
participants belonging to group A, who were considered high achievers, and
research participants belonging to group B, who were considered average
achievers lay on the persistence in carrying out the course objectives. Research
participants belonging to group A generally were predisposed to be more
persistent in accomplishing the assigned tasks. Nevertheless, there were various
outcomes from every research participant. When the discussion focused on
research participant A4, she exhibited specific responses due to several specific
reasons such as demonstrating unsteady state of self confidence especially in
delivering the presentation and becoming more dependent on the peers than to
herself. These responses were caused by her considerably negative assumption
about the lesson; it was not practical and did not have direct relationship with her
life. Regarding the various outcomes which could occur during the research, it
was necessary to highlight specific reactions from research participant B3 when
the focus of discussion exposed the research participants belonging to group B.
Research participant B3 was considered as analytic learner and, therefore,
he behaved mostly similar to other analytic learners. One aspect that distinguished
him from the other research participants belonging to group B was his self
persistence in fulfilling the course objectives. Besides, his positive perception
about the course also promoted a better learning experience. Early from the
beginning of the course administration, he displayed a remarkably steady state of
self confidence and gradually developed self concentration during the lesson. His
nature as analytic learner did not hinder him to work independently.
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Table 4.16: Emotional, Conduct, and Learning Behaviours of Research Participant B3
Emotional Behaviour Meeting 1: Carried out the course objectives fairly independent. Meeting 2: Carried out the course objectives independently. Conduct Behaviour Meeting 1: Verbally distracted by other pupils yet he tried to stay focus on the classroom objectives. Meeting 2: Frequent discussion with peers on the assigned topics. Meeting 5: Appreciated other pupils by listening and responding their presentations. Learning Behaviour Meeting 4: Always took notes on both major and minor parts while listening to the explanation. Meeting 5: Active participation and critical questioning in the classroom discussion. Meeting 8: Paid attention well on the lecturer’s explanation and classroom objectives.
His self confidence was represented by frequent active involvement in
both classroom discussions and small group discussions. Once he came late to
class but he tried to concentrate on the missing instruction by inquiring his peers
and directly adjusted himself. His sense of cooperation encouraged him to be
significantly well-mannered in responding to other pupils’ projects presentation.
Furthermore, he managed to keep his concentration on the supplied tasks even
though he was evidently distracted both verbally and nonverbally by other pupils.
Compared to the other research participants belonging to group B, he
demonstrated the most productive emotional, conduct, and learning behaviours. In
conclusion, this persistence obviously resulted in supportive learning behaviour.
He actively engaged in the classroom activities, frequently involved in both
classroom discussion and small group discussion, provided minor distraction to
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other pupils, and exhibited self consentration on the lesson. Therefore, he could
undergo a more meaningful learning experience compared to the other research
research participants belonging to group B.
Table 4.17: Classroom Performance Summary of Research Participant B3
Research participant B3 Meeting 1 up to 10
• Demonstrated noteworthy emotional behaviour by showing constant development of self confidence in the tasks accomplishment throughout the course.
• Displayed significant positive conduct behaviour by highly appreciating other pupils’ project presentation.
• Exhibited effective learning behaviour that without a doubt promoted a better learning experience.
Among all research participants belonging to group B, research participant
B4 was apparently different from the other research participants in terms of
learning styles. Three quarters of the research participants belonging to group B
were analytic learners; they were research participants B1, B2, and B3. On the
other hand, research participant B4 was wholistic learner. It was mentioned that
research participant B3 exhibited specific responses due to several specific
reasons. At this point, it was worth noting that research participant B4 also
displayed a number of distinctive outcomes due to particular specific reasons.
Generally, wholistic learners had tendency to work independently than
cooperatively. Besides, based on the findings on research participants A1 and A2,
they could manage to adapt quite well to the unfamiliar learning environment. As
a result, wholistic learners exhibited a gradual development and steady state of
self confidence. Compared to research participants A1 and A2, who were
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considered wholistic learners, research participant B4, who was also considered a
wholistic learner, apparently exhibited fairly different behaviours. Research
participant B4 did not show a significant progress of elevated self confidence
during the course. From meeting to meeting, her degree of self confidence was
fairly stagnant. Instead of accomplishing the assigned tasks independently, she
mostly depended on her peers. Furthermore, her projects presentation was fairly
poor because she demonstrated the state of unpreparedness by showing frequent
hesitation, short pauses, and other speech defects.
Table 4.18: Emotional Behaviour of Research Participant B4
Emotional Behaviour Meeting 1: More dependent to the peers than to the lecturer. Meeting 3: Listened to what the peer’s explanation about the course.
Further investigation through interview revealed her partial negative
perception on the course. She was encouraged to try trial and error strategy in
accomplishing the supplied tasks. However, she perceived that some of the
available topics for discussion were impractical. Moreover, she also considered
the repetitive classroom activities such as explanations, discussions, and
presentations boring. These perceptions evidently brought negative impact to her
emotional, conduct, and learning behaviours. In relation to her conduct behaviour,
she exhibited a significantly low self appreciation to other pupils’ projects
presentation because she fairly paid no attention to the presentations and hardly
involved in the classroom discussion. Besides, her boredom led to both disruptive
conduct behaviour such as verbal and nonverbal interference as well as physical
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aggression and non-disruptive conduct behaviour such as daydreaming and
frequent inattention to the on-going lesson.
This circumstance obviously worsened her learning behaviour. As it was
observed, she repeatedly left out the course objectives and preferred to have out-
of-task discussion with her peers. Sometimes, it was perceptible that she
encountered difficulties in focusing and concentrating on the lesson even though
at some points it was also noticed that she exhibited interest in particular topics
and activities. However, the instability of self confidence and self concentration
on the lesson greatly influenced her classroom behaviours. This became another
proof that illustrated how impersistent research participants belonging to group B
were in general.
Table 4.19: Classroom Performance Summary of Research Participant B4
Research participant B4
Meeting 1 up to 10
• Demonstrated unstable emotional behaviour by showing inconstant self confidence in the tasks accomplishment throughout the course.
• Displayed negative conduct behaviour by frequently exhibiting both disruptive and non-disruptive behaviours to other pupils.
• Exhibited impersistent learning behaviour that clearly discouraged a better learning experience.
Each research participant demonstrated various tendencies and
discrepancies during the learning. The findings revealed that there were evident
and divergent responses that occured in the process of learning even when the
research participants shared the similar characteristics. This conclusion could be
inferred from the continuous observations of each research participant’s
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emotional, conduct, and learning behaviours during the course. Table 4.11
represented the general comparison among all research participants and provided
a broad summary of each research participant’s classroom behaviours. Appendix
4 provided more details about the referred to observations.
Table 4.20: Classroom Behaviours Summary of Research Participants
GROUP A: GPA > 3.3 (in scale of 4.0) Research
participant A1 Research
participant A2 Research
participant A3 Research
participant A4 Meeting 1-10
Demonstrated effective, steady, and constant emotional, conduct, and learning behaviours which supported the learning process.
Meeting 1-10 Demonstrated ineffective emotional, conduct, and learning behaviours only at initial times which hindered the learner to gain better learning.
Meeting 1-10 Demonstrated gradual development of effective emotional, conduct, and learning behaviours which sustained the learning process.
Meeting 1-10 Demonstrated unsteady state of emotional, conduct, and learning behaviours which discouraged better learning process.
GROUP B: GPA ranges from 2.75 up to 3.29 (in scale of 4.0) Research
participant B1 Research
participant B2 Research
participant B3 Research
participant B4 Meeting 1-10
Demonstrated ineffective and fluctuating emotional, conduct, and learning behaviours which greatly hindered the learner to gain better learning.
Meeting 1-10 Demonstrated significantly ineffective emotional, conduct, and learning behaviours during the course which strongly influence the successful learning process.
Meeting 1-10 Demonstrated considerably effective and steady state of emotional, conduct, and learning behaviours throughout the course which promoted better learning.
Meeting 1-10 Demonstrated unsteady state of emotional, conduct, and learning behaviours during the course which obstructed better learning experience.
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Intrinsic motivation could influence each research participant’s classroom
performance differently. Intrinsic motivation promoted more positive attitudes
and perceptions about learning experience. However, occasionally the research
participants’ intrinsic motivation was greatly influenced by the level of interest in
the given tasks and classroom activities. Moreover, supported by the existing
intrinsic motivation, each research participant was able to acquire new knowledge
through the learning experience. However, there were distinct responses of
classroom behaviours due to the existing different interest in the topics and
classroom activities.
B. Research Participants’ Internal Drawbacks in Classroom Performance
Since intrinsic motivation and learning styles brought both beneficial and
detrimental effects to the research participants’ classroom performance, it was
essential to lessen the existing detrimental effect on learners’ classroom
performance. This was of importance in order to generate a more effective
learning experience for the learners themselves. Nevertheless, it was impossible to
diagnose every individual and facilitate them based on his/her specific
characteristics since it was obviously time consuming. In most cases, direct
supervisions and observations under a particular circumstance apparently did not
provide reliable and adequate information in order to maximize the effectiveness
of teaching learning process.
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1. Research Participants’ Strategy in Overcoming the Drawbacks of
Intrinsic Motivation
Intrinsic motivation to complete a particular course objective was clearly
different among research participants who possessed considerably high
achievement and research participants who possessed considerably average
achievement. In the research, the research participants’ achievements were
represented by the Grade Point Average (GPA) they attained during their study.
Research participants who were considerably high-achieving and intrinsically
motivated generally would tend to demonstrate positive behaviours and would
identify the purpose of the course which afterwards could assist them in
encountering real-life setting environment. On the contrary, learners who were
considerably average-achieving and intrinsically motivated generally would tend
to perceive the assignments and classroom objectives rather negatively. Thereby,
these learners focused most of their attention on parts that intrinsically interested
them and had obvious relevance to their lives. In conclusion, the primary
distinction between high achievers and average achievers, based on the findings,
was the persistence to remain on-task with the assigned course objectives during
the lesson.
Based on the findings, intrinsic motivation came into sight differently
depending on the type of tasks that were assigned to the learners. It was revealed
that research participants’ intrinsic motivation was greatly influenced by the
research participants’ level of interest in the lesson. Subject matter or topics
available for discussion became the primary variable that influenced the
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individual learner’s interest on the lesson in the research. Some research
participants, for example research participants A3, A4, B1, and B4, stated that the
available topics for discussion did not really have direct relevance to their real life
setting environment.
The presented materials are interesting. For example, the way how human brain works, how music influences our personality, and so forth. I obtain the knowledge but somehow I cannot implement what I obtain from the classroom lesson to my expected role as a teacher. So I think it would be better if the topics are related to teaching learning things. (R#A3:I)
Based on the research participants’ answers above, the given new
information was apparently meaningful inside the classroom only and was fairly
not practical to the the real experience. Research participant A3 considered the
topics available for discussion were indirectly related to her role as a student of
teachers training and education faculty. She believed that the new knowledge she
obtained from the lessons was interesting but she could not apply the new
information in her expected role as a teacher. Further discussion through the
interview with research participant A3 revealed several examples; one of the
examples was when she studied about the way brain worked. She assumed the
topic very interesting because she never found such a discussion about the
referred topic. However, she apparently was not able to apply the new information
to teaching learning field.
Besides, the major difficulty that research participants had was the
availability of time that was given in order to finish the assignment (see Appendix
3 for details). Most of research participants stated that the time available for
finishing the given task was fairly inadequate. This was due to the existing steps
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that required the research participants to select one topic related to the previous
theme, read the text thoroughly, and make a synthesis composition combined with
their own opinion.
Usually, I find some sources at one time, and then I can choose one source to be used for the first assignments. The other sources can be used for the next assignments so I can save my time. But sometimes I also feel confused about the assignments. So, I sometimes work with my friends. (R#B3:I)
When the researcher asked the research participants whether the given
classroom assignments burdened them or not, most of the research participants
answered yes. Research participants assumed that the given classroom
assignments as well as homework assignments burdened them so much because of
the very limited availability of time. Moreover, the very limited time for
consultation with the lecturer also frustrated them. They obviously needed more
guidance since the class greatly demanded independent work and critical thinking.
At this point, there were several aspects that could hinder research
participants’ intrinsic motivation to learn. They were the subject matter or the
topics available for discussion, repetitive classroom activities, and the
unavailability of time for consultation with the lecturer. These aspects greatly
discouraged research participants to learn more seriously. It explained why
sometimes research participants skipped the course objectives and did other
activities irrelevant to the lessons. Nonetheless, research participants also had
ways to keep themselves on task. Some of research participants formed study
groups in which each member became a proofreader for the other member. Some
other research participants were encouraged to undergo trial and error strategy in
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doing their projects and make some improvements based on the feedbacks from
the lecturer. The rest of research participants sometimes were not enthusiastic
about doing the tasks and relied on their peers’ help in completing the
assignments.
2. Research Participants’ Method in Overcoming Learning Styles
Drawbacks
Learning styles preference would influence the way learners learn,
organize new information, implement meaningful information, and interact with
other pupils (Riding, 2002: 23). In theory, wholistic learners would tend to see a
situation as a whole and are able to have a general perspective. This means that
wholistic learners could have a broad view about the given material and, thus,
their argument might seem shallow. The positive strength of wholistic learners is
that they can see the whole picture by the time they are aware of a particular
situation or information. Consequently, they can have a balanced view and see
situations in their general perspective. The negative aspect of wholistic learners is
that they find difficulties in separating out a situation into its smaller parts or
subsystems. In conclusion, wholistic learners are good at grabbing the general
point of view from a particular task. Nevertheless, they might find difficulties in
working on the details of each segment which makes up a general perspective.
I usually do not write every instruction or explanation that is given by the lecturer. I usually listen to direction and explanation first and I write things that are important later on. If I think that there is nothing important to write or I can really understand the direction without writing it, I will continue listening to the lecturer’s explanation. (R#A1:I)
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I sometimes take notes on the lecturer’s explanation but mostly I don’t write all of the things. If I forobtain what to do, then I will just ask my friend to re-explain what to do. I usually borrow my friend’s notes about the recent lesson. (R#A2:I) Research participants A1 and A2 were considered wholistic learners in the
research. There were several indicators that characterised research participants A1
and A2. They were particularly able to grab the overall context for example the
lecturer’s explanation and instructions without frequent note taking activity. As a
result, they avoided taking notes while listening to the lecturer’s explanations and
directions. They preferred to listen to the whole explanations and, afterwards,
summarized the information based on their own understanding.
However, they displayed significantly discrepant behaviours in relevance
to their learning styles. As wholistic learners, research participants A1 and A2
naturally had tendency to learn independently than cooperatively. Based on the
findings, research participant A1 made use of her capability effectively by
summarizing all the necessary information from the lesson without relying on her
peers. At this point, the researcher considered her an independent learner. On the
contrary, research participant A2 whose learning style was wholistic,
demonstrated certain opposite behaviour to research participant A1. Naturally,
wholistic learners mostly had tendency to work independently but she frequently
relied on her peers to obtain information about course objectives or instructions
for the assignments. As a result, research participant A2, who perceived that most
of the topics did not interest her much, demonstrated an action that did not suit her
nature as wholistic learner. This could be inferred from her statement below.
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I think the materials are quite boring because we ever found some of the supplied topics in Reading I and Reading II courses. The difference is that we have to work harder in Extensive Reading II since we not only have to read thoroughly but also to make an argumentative composition about it. Therefore, I sometimes do not really keen on the given topics in the classroom. (R#A2:I)
Instead of carrying out the assigned tasks independently and confidently,
she turned up to mostly work cooperatively with her peers in the given tasks.
Moreover, she occasionally forgot the course objectives because she was unable
to concentrate due to the available distraction that interested her more. In
conclusion, research participants who generally perceived the course negatively,
such as considering the topics available for discussion and classroom activities
boring, and viewing the topics available for discussion impractical, frequently
exhibited ineffective emotional, conduct, and learning behaviours.
On the other hand, analytic learners would discern a situation as a
collection of parts and will often focus on one or two aspects of the situation at a
time. Since analytic learners had tendency to focus on just one aspect of the whole
at a time, this may have the effect of distorting, exaggerating, or making the
details more prominent than the rest segments of a general point of view. Thus,
there is a possibility that the information is out of proportion to the total situation.
For the analytics, the positive aspect is that they can analyze a situation into parts
and this allows them to come quickly to the heart of any problems. Besides, they
may also focus merely on one aspect of a situation excluding the others and
broaden it out of its proper proportion. This was evidently perceptible from
research participant B2.
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In my opinion, I can do the assignments even though I am not really keen on it. There are two major obstacles that hinder me to do the assignments excellently. First, it is the very limited time available for consultation with the lecturer. Second, I had difficulty in relating my topic, which is about dream, to the final assignment. (R#B2:I)
He considered that the topics available for discussion not interesting and
classroom activities boring. However, he attempted to focus on and put much
effort in his projects presentation. In other words, he managed to handle his part
successfully but he did not do well in relating his work to the broad context of the
course.
Besides subject matter and topics available for discussion, the classroom
activities also appeared to influence research participants’ interest. As a result,
there were some research participants who skipped the assigned tasks and did
other activities irrelevant to the lesson. For example, research participant A3
considered that the topics available for discussion were interesting but they were
also impractical. She not only perceived the repetitive classroom activities boring
but also displayed occasional inattention to the lesson. This circumstance was
apparently prevented by her nature of analytic learner. It was clearly seen that
sometimes she did not well-attend the lesson and was distracted both verbally and
nonverbally by other pupils. However, she tried to remain on-task during the
lesson because she was encouraged to undertake trial and error in carrying out the
course objectives.
The assignments are quite challenging. I still can do it but it really takes much effort. However, what burdens me much was that I sometimes don’t obtain any turns for consultation whereas I really need much assistance in completing the tasks. (R#A1:I)
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Another extreme example was also observable from research participants
belonging to group B. As what was mentioned previously, the primary difference
between research participants belonging to group A and research participants
belonging to group B was the persistence in carrying out the course objectives
during the lesson. Most research participants belonging to group B apparently
encountered problems with self concentration. For instance, research participants
B1 and B2 who were analytic learners exhibited significant ineffective emotional,
conduct, and learning behaviours. They frequently provided verbal and nonverbal
distractions as well as physical aggressions for other pupils. Therefore, their
concentrations split among the lecturer’s explanations, the course objectives, and
their peers. Nonetheless, research participant B2 considerably put much more
effort in his work than research participant B1 did. It was seen from the individual
projects presentation of research participant B2 that resulted much better from
what research participant B1 attained.
Relating these two dimensions of learning styles to behaviour, there were
several variances that occured during the classroom observations. In general, it is
believed that wholistic learners are likely to be unstructured in their thinking and
thus have poor behavioural control (Riding, 2002: 58). Accordingly, wholistic
learners generally demonstrated immature, disruptive, and verbally aggressive
behaviours such as seen in the observation sheets. In contrast, generally it was
believed that analytic learners were structured and produced behaviours that were
more controlled. Nonetheless, it could lead the learners to fatigue since they had
to keep on task continuously. These were also seen in the observation sheets. In
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conclusion, analytic learners are more likely to be individual, lack of empathy and
appreciation, and physically aggressive. Regardless typical behaviours that were
exhibited by both wholistic and analytic learners, each of these learners
demonstrated fairly discrepant behaviours from what they were supposed to
behave.
In the research, there were three research participants with wholistic
learning style; they were research participants A1, A2, B4. The rest were analytic
learners; they were research participants A3, A4, B1, B2, and B3. In line with
motivation which resulted in various responses among the involved research
participants, the same notion applied to learning styles preference. In other words,
learning styles could also be influenced by a number of factors and, therefore, it
resulted in diverse responses among the concerned research participants.
Referring to Table 4.20, the typical characteristic of wholistic learners in
terms of classroom behaviours was noticed. Their preference of verbal
explanation over written explanation led them to avoid writing while listening.
Frequently, they listened to the lecturer’s explanation at one time and later on
summarized the explanation based on their own understanding. Furthermore,
referring to research participant A2, she did not appear to take notes frequently
since she already knew what the core of the assigned objectives was. This
conclusion could be drawn from the observation results, interview, and tasks
accomplishment from research participant A2. Move on to research participant
B4, it was quite clear that she sometimes had difficulties in concentrating and
focusing on the given verbal explanations. Further investigation through interview
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figured out that she suffered loss of concentration due to overwhelming
homework that was given to her.
I sometimes feel burdened with the assignments because there are also other assignments form other courses that have the same deadlines. So, sometimes I attend one lesson but I think about another lesson and, therefore, I miss the lecturer’s explanations and directions for the assignments. (R#B4:I)
At this point, mostly she lost her concentration on the given verbal explanation
and, therefore, she frequently preferred written direction due to lack of focus
during the on-going lesson.
Regarding their classroom performance and classroom presentation,
mostly they could achieve a higher level of clarity than that of analytic learners. It
meant that the wholistic learners, whose preference was generally verbal
explanation, were occasionally poor in performing written assignments but they
excellently performed classroom presentations. Their habit of unstructured
learning in which they listened and took notes based on their own thoughts or
understanding led them to be very general in arranging their compositions.
However, when these wholistic learners were told to deliver a presentation about
their papers, they presented a well arranged and clear explanation. Based on the
repeated classroom observations, it revealed that wholistic research participants
considerably demonstrated higher level of self assurance and/or self confidence
during delivering their presentations. Regardless of the strengths of wholistic
learners, their drawbacks were also apparently noticeable. After taking a look at
their works and comparing them to the works of research participants who were
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analytic learners, they generated implicit and indirect composition due to their
preference of verbal explanation.
On the other hand, exposing the classroom performance of analytic
learners, it was obviously different. Compared to the wholistic learners whose
preference was verbal explanation, the analytic learners were good at
understanding written direction. This could be inferred from repeatedly occurring
observable behaviour throughout the lesson such as writing while listening. These
analytic learners could fairly understand both verbal and written explanation well.
Nevertheless, they sometimes could not make general inference based on the
verbal instructions given by the lecturer. In other words, they relied on the notes
provided by the lecturer and/or copied their tablemate’s notes on the lecturer’s
directions.
Complete notes on the lecturer’s explanations during the lesson and directions for the assignments are really helpful for me. When it happens that I forobtain the instructions, I just need to take a look at my notes and try to recall them. If only my notes are not really complete, I will borrow my friends’ notes to copy. (R#B1:I)
In conclusion, the analytic learners were significantly better in performing written
tasks over the verbal presentation. Their compositions were structured starting
from the broad topic and moved towards the narrow one. However, the analytic
learners were mostly having troubles when they tried to deliver their opinion
verbally. Most of the times, these learners demonstrated significantly low level of
self-confidence in delivering their presentations. This could be inferred through
the frequently occurring speech defects such as short pauses, hesitation, and
losing their ‘train of thoughts’. This circumstance was primarily caused by their
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habit of being specific. In their presentations, they only stated the fine points of
their compositions so that they became nervous and anxious when other pupils
inquired the relevance of the details to the broad topic of the course.
Similar to wholistic learners, analytic learners also exhibited several
drawbacks. It revealed that their writing appeared to be much clearer than their
presentation due to the low level of self confidence during delivering their
presentations. This could be seen from the frequently occurring speech defects
such as short pauses, uncertainty in expressing their opinion, and hesitation in
answering the available questions. Regarding all their works which were
considerably more comprehensive than those of wholistic learners, their
performance in classroom presentation was fairly mediocre.
In accordance with the nature of learning styles, the strengths of both
wholistic and analytic learners could facilitate a better learning and, thereby, these
learners could come to the productive habit of mind. However, the existing
weaknesses from both wholistic and analytic learners fairly hindered them to
attain a more meaningful and applicable learning experience. Moreover, the
continuing circumstance in which wholistic learners were considerably poor in
accomplishing their written assignments whereas analytic learners were
significantly poor in delivering verbal explanations could actually be prevented.
However, research participants also had solutions that apparently quite useful in
assisting them to achieve a better classroom performance. Some of the research
participants would work cooperatively with their peers. This allowed them to
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obtain feedback on their works. Some other research participants would seek help
to their peers only if it was necessary.
The results exposed that some research participants shared similar
individual characteristics; they were intrinsically motivated and either considered
as wholistic or analytic learners. Nevertheless, their application in the classroom
varied from one to another. In most circumstances, research participants would
manage a group discussion outside the class in order to bring down the existing
internal drawbacks.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
From the research, it was understood that intrinsic motivation and learning
styles, recognized as internal factors, greatly influenced the research participants’
classroom performance in Extensive Reading II class. It was discovered that the
research participants involved could share similar characteristics; they were
intrinsically motivated and belonged to either wholistic or analytic group.
However, intrinsic motivation and learning styles functioned differrently among
the research participants. Consequently, each research participant demonstrated
significantly discrepant emotional, conduct, and learning behaviours from one to
another.
Each research participant demonstrated various tendencies and
discrepancies during the learning. The findings revealed that there were evident
and divergent responses that occured in the process of learning even when the
research participants shared the similar characteristics. This conclusion could be
inferred from the continuous observations of each research participant’s
emotional, conduct, and learning behaviours during the course.
Intrinsic motivation and learning styles could influence each research
participant’s classroom performance differently. Intrinsic motivation promoted
more positive attitudes and perceptions about learning experience. However,
occasionally the research participants’ intrinsic motivation was greatly influenced
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by the level of interest in the given tasks and classroom activities. Moreover,
supported by the existing intrinsic motivation, each research participant was able
to acquire new knowledge through the learning experience. However, there were
distinct responses of classroom behaviours due to the existing different interest in
the topics and classroom activities. As a result, sometimes research participants
skipped the course objectives, performed other activities irrelevant to the lessons,
were not enthusiastic about doing the tasks, and relied on their peers’ help in
completing the assignments.
From the research, it was understood that research participants dealt with
the limited time that was given to finish the assignments. This circumstance
required research participants to work under pressure. Most of research
participants stated that the time available for finishing the given task was fairly
inadequate. This was due to the existing steps that required the research
participants to select one topic related to the previous theme, read the text
thoroughly, and make a synthesis composition combined with their own opinion.
There were several aspects that could hinder research participants’ intrinsic
motivation to learn; they were the subject matter or the topics available for
discussion, repetitive classroom activities, and the unavailability of time for
consultation with the lecturer. These aspects greatly discouraged research
participants to learn more seriously.
In accordance with the nature of learning styles, the strengths of both
wholistic and analytic learners could facilitate a better learning and, thereby, these
learners could come to the productive habit of mind. However, the existing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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weaknesses from both wholistic and analytic learners fairly hindered them to
attain a more meaningful and applicable learning experience. Moreover, the
continuing circumstance in which wholistic learners were considerably poor in
accomplishing their written assignments whereas analytic learners were
significantly poor in delivering verbal explanations could actually be prevented.
However, research participants also had solutions that apparently quite useful in
assisting them to achieve a better classroom performance. Some of the research
participants would work cooperatively with their peers. They formed study groups
in which each member became a proofreader for the other member. This allowed
them to obtain feedback on their works. Some other research participants were
encouraged to undergo trial and error strategy in doing their projects and make
some improvements based on the feedbacks from the lecturer. The rest would
seek help from their peers only if it was necessary.
B. Suggestions
1. For Teachers
Teachers who are interested in incorporating internal factors and learners’
performance in a particular classroom should be aware of both strengths and
weaknesses of learners’ characteristics. Learners could be influenced by several
extrinsic factors such as the burden of abundant homework and interpersonal
relation among peers as well as the persisting intrinsic factors such as self
confidence that might influence the state of their mood. At this point, teachers are
the ones to face this impediment in conducting classroom lessons. It would be
impossible for teachers to facilitate each learner based on their personal
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preference or existing individual characteristics. This is due to conducting
individual analysis, arranging suitable tasks, monitoring individual’s progress,
evaluating and providing feedback for the learner are apparently time consuming
and energy wasting.
As it was found that both intrinsic motivation and learning styles provided
minor drawbacks for each research participant, teachers should be cautious of how
to forestall the learners’ upcoming drawbacks. Besides, it is crucial to understand
the nature of classroom learning in which a classroom is a place where each
individual learner is given opportunities to practise and implement their ability for
the sake of the learner’s evaluation and advancement. In practise, teachers can
design a course outline that requires learners to be active in both composing
weekly written assignments and performing frequent individual presentations.
2. For Future Research
From the research, it was revealed that individual characteristics,
especially intrinsic motivation and learning styles, resulted in discrepant
classroom observable behaviours among the learners. This would bring about
different influences for learners with particular characteristics. As this study does
not attempt to implement the appropriate teaching methodology to facilitate the
existing differences, teachers are suggested to carry out a classroom action
research in accordance with the findings of this research.
Based on the findings and discussions of this research, teachers are to
design the a suitable materials, select a proper teaching methodology, implement
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the course design, improve the course administration, and finally re-implement the
design based on the obtained feedbacks. Therefore, the existing individual
characteristics differences among individuals which appeared to have discrepant
influence on the learners’ classrooom performance could be facilitated.
Furthermore, the findings and discussions of this research could be generalized
and implemented in other classes besides Extensive Reading II course with
learners who possess the similar individual characteristics. In the end, the ideal
course design to facilitate learners with various range of individual characteristics
could be generated and implemented to teaching learning processes.
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Education, Ltd. Fontana, David. 1985. Classroom Control: Understanding and Guiding
Classroom Behaviour. London: The British Psychological Society. Grabe, William and Fredericka L. Stoller. 2002. Teaching and Researching
Reading. Edinburgh: Pearson Education. Marzano, Robert I., Debra J. Pickering, and Jay McTighe. 1993. Assessing
Student Outcomes: Performance Assessment Using the Dimension Learning Model. Virginia: McREL Institute.
Merriam, Sharan B. 2002. Qualitative Research in Practice: Examples for
Discussion and Analysis. California: John Wiley and Sons, Inc. Mitchell, D. C. 1982. The Process of Reading: A Cognitive Analysis of Fluent
Reading and Learning to Read. New York: John Wiley and Sons Ltd.
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Parel, Chistina P., Gloria C. Caldito, Pilar L. Ferrer, Generoso G. de Guzman, Ceferino S. Sincioso, Rudy H. Tan. 1978. Social Survey Research Design. The Quezon City, The Phillipines: Phillipine Social Science Council, Inc.
Patton, Michael Quinn. 2002. Qualitative Research and Evaluation Methods (3rd
edition. California: Sage Publications, Inc. Raffini, Jean Piaget. 1996. 150 Ways to Increase Intrinsic Motivation in the
Classroom. Massachusetts: Allyn and Bacon. Riding, Richard. 2002. School Learning and Cognitive Style. London: David
Fulton Publishers, Ltd. Scharle, Agota and Anita Szabo. 2000. Learner Autonomy: A Guide to
Developing Learner Autonomy. Cambridge: Cambridge University Press. Schmitt, Norbert. 2002. An Introduction to Applied Linguistics. London: Oxford
University Press, Inc. Stipek, Deborah J. 1993. Motivation to Learn: From Theory to Practice.
Massachusetts: Allyn and Bacon. Tashakkori, Abbas and Teddlie, Charles. 2003. Handbook of Mixed Methods in
Social and Behavioural Research. California: Sage Publication Inc. Wallace, Catherine. 1992. Reading. Oxford: Oxford University Press. Webb, Eugene J., Campbell, Donald T., Schwartz, Richard, and Sechrest, Lee.
1966. Unobstrusive Measures: Nonreactive Research in the Social Sciences. Chicago: Rand McNally.
Woody, Robert Henley, La Voie, Joseph C., and Epps, Susan. 1992. School
Psychology: A Developmental and Social System Approach. Boston: Allyn and Bacon.
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APPENDICES
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OBSERVATION RESULTS
GROUP A: GPA > 3.3 (in scale of 4.0)
Description of research samples’ behaviours
Meetings Subject A1 Subject A2 Subject A3 Subject A4
1
Emotional behaviour
• Attempting independent tasks accomplishment.
Conduct behaviour Not yet available.
Learning behaviour • Paid attention by listening
to the lecturer’s explanations.
• Individually accomplished the assigned tasks.
• Taking notes in every important point and instruction.
Emotional behaviour
• Dependent to the peers.
Conduct behaviour • Provided verbal
disturbance for other pupils by talking noisily.
Learning behaviour
• More attention to peers than to the lecturer’s explanation.
• More discussion on irrelevant topics to the course with peers.
Emotional behaviour
• Carrying out the classroom objectives hesitantly.
Conduct behaviour
Not yet available.
Learning behaviour • Balanced attention to the
peers as well as to lecturer’s explanations and instructions.
• Listened to the lecturer’s instructions while taking notes.
• Carried out the classroom objectives although occasionally hesitated in it.
Emotional behaviour
• More dependent on peer group than to the lecturer.
• Listened to what the peer group said.
Conduct behaviour
• Associated with other pupils anytime engaged in accomplishing the classroom objectives.
Learning behaviour
• Took notes while listening to the lecturer’s explanations.
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2
Emotional behaviour • Attempting independent
tasks accomplishment.
Conduct behaviour • Minimum association with
other pupils. • Discussed previous
assignment with other pupils and gave feedback to one another.
• More discussion and cooperation with other pupils on the given tasks.
Learning behaviour
• Carried out the directions seriously.
Emotional behaviour • Carried out the course
objectives independently.
Conduct behaviour • More discussion on the
previous assignment with the peers and gave feedback to one another.
Learning behaviour
• Listened to the lecturer’s instructions.
Emotional behaviour • Carrying out the course
objectives independently.
Conduct behaviour • More discussion with the
peers on previous assignment and gave feedback to one another.
Learning behaviour • Engaged in the classroom
objectives and activities after understanding the lecturer’s instructions.
• Listened to the lecturer’s instructions while taking notes.
Emotional behaviour • More dependent to the
peers.
Conduct behaviour • Provided minor verbal
nuisance for other pupils during the course.
Learning behaviour • Did not pay attention to
the lecture. • Did not pay attention to
the lecturer’s instruction. • Chitchatting about
irrelevant topics to the course with the peers.
Emotional behaviour • Attempting independent
tasks accomplishment.
Emotional behaviour • Sometimes more
dependent to the peers.
Emotional behaviour • Was not dependent to the
peers.
Emotional behaviour • Greatly influenced by and
dependent on peer group.
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3
Conduct behaviour
• Discussed previous assignment with other pupils and gave feedback to one another.
Learning behaviour
• Individually evaluated the previous assignment.
• Concentrated on the lecturer’s explanations and directions.
• Questioned ambiguous parts of the following assignment to the lecturer.
• Took notes on the important details and major points of lesson.
Conduct behaviour
• Sometimes was verbally distracted by noise and nonverbally distracted by other pupils’ improper gestures.
• Cooperated with the peer group in accomplishing the given tasks.
Learning behaviour
• Listened to the lecturer’s explanation and questioned the ambiguous parts of the next assignment.
• Hardly took notes. • Leaving out the classroom
tasks and directions for other activities such as chitchatting with other pupils.
Conduct behaviour
• Did not appreciated other pupils by not listening to their opinions.
• Discussed the previous assignment with the peers and gave feedback to one another.
Learning behaviour
• Concentrated on the lecturer’s explanations.
• Questioned further information about the following assignment.
Conduct behaviour
• Verbally distracted by other pupils’ noise.
Learning behaviour
• Concentrated on the lecturer’s explanation.
• Questioned supplementary information about the next assignment.
• Took notes while having discussion with peer group.
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4
Emotional behaviour
• Attempting independent tasks accomplishment.
Conduct behaviour
• Communicated with other pupils in solving the tasks.
• Reviewed the previous assignment with the peers and gave feedback to one another.
• Worked with peers in order to answer the given questions.
Learning behaviour
• Quietly and seriously focused on the lecture and took notes while listening if necessary.
• Clarified the unclear parts of the next assignment by questioning some problems that might occur.
Emotional behaviour
• Sometimes more dependent to the peers.
Conduct behaviour
• Provided verbal nuisance for other students by talking loudly.
• Reviewed the previous assignment with peers and gave feedback to one another.
Learning behaviour
• Discussed topics irrelevant to the course objectives with other pupils.
• Listened to the lecturer’s explanation without taking notes.
• Questioned and clarified the unclear parts of the assignment.
Emotional behaviour
• Delivered personal opinion about the topics even though sometimes hesitated in asserting it.
Conduct behaviour
• Verbally interrupted other pupils by chitchatting loudly.
• Reviewed the previous assignment with other pupils and gave feedback to one another.
Learning behaviour
• Listened to the lecturer’s explanations and directions.
• Listened to the lecturer’s instructions while taking notes.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
Not available.
Learning behaviour • Did not pay attention to
the lecture at the beginning of the course by not listening to the instructions.
• Gradually focused on the given instructions and carried out the classroom objectives.
• Took notes while listening to the lecturer’s explanations.
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5
Emotional behaviour
• Attempting independent tasks accomplishment.
Conduct behaviour
• Appreciated other pupils by listening and responding to their opinion.
• Participated in the classroom activities (group discussion) after a short while.
Learning behaviour
• Did not pay attention to the lesson and busy doing something else.
• Exposed frequent questioning on uncertain parts and showed interest in the lesson.
Emotional behaviour
• Asserted her viewpoint about the topic.
Conduct behaviour
• Appreciated other pupils by listening and responding to their opinions.
• More cooperation with peers.
Learning behaviour
• Participated in the classroom activities by telling the class about her opinion.
Emotional behaviour
• Was not dependent to the peers.
Conduct behaviour • Appreciated other pupils by
listening and responding to their opinions.
• Cooperated with other pupils and participated in classroom discussion.
Learning behaviour • Listened to the lecturer’s
explanation. • Listened to the lecturer’s
instructions while taking notes.
Emotional behaviour
• Speech defect, hesitation, and frequent short pauses in delivering the presentation.
Conduct behaviour • Nonverbally distracted by
other pupils’ aggressive gestures.
• Appreciated other pupils by listening and responding to their opinions.
• Engaged in group discussion.
Learning behaviour
• Did not pay attention to the lecture by doing irrelevant activities to the course.
Emotional behaviour
• Attempting independent tasks accomplishment.
Emotional behaviour
• Sometimes more dependent to the peers.
Emotional behaviour
• Was not dependent to the peers.
Emotional behaviour
• Was sometimes more dependent to the peers.
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6
Conduct behaviour • Appreciated other pupils by
listening and responding to their opinion.
• Evaluated the previous assignment with the peers.
Learning behaviour
• Listened to the lecturer’s and took notes on the important points if necessary.
• Focused on the topic given for discussion with the peer group.
Conduct behaviour • Both verbally distracted
by noise and nonverbally distracted by other pupils’ improper gestures.
Learning behaviour
• Was not attentive throughout the lesson.
• Chatted about irrelevant topics to the course with other pupils.
• Engaged in activities irrelevant to the course such as daydreaming, sending message, and so on.
Conduct behaviour • Nonverbally distracted
other pupils with aggressive gestures.
• Discussed the assigned topics with peers.
Learning behaviour
• Did not pay attention to the lecture.
• Kept chitchatting with peers about irrelevant topics to the lesson.
• Carried out the classroom objectives yet was not attentive to the instructions.
Conduct behaviour • Verbally distracted by
other pupils’ noise interference while taking notes on the lecturer’s instructions.
• Reviewed and evaluated the previous assignment and gave feedback to one another.
• Engaged in classroom objectives by discussing the given topics with the peer.
Learning behaviour
• Continued to take notes on the lecturer’s instructions despite the existing interference.
7
Emotional behaviour
• Attempting independent tasks accomplishment.
Conduct behaviour
• Appreciated other pupils by listening to their opinions.
• Evaluated the previous
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Did not appreciate other pupils by not listening to their presentations.
Emotional behaviour
• Was not dependent to the peers.
Conduct behaviour • Did not appreciated other
pupils’ presentations by not thoroughly listening to
- - - absent - - - 95
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assignment with other pupils and gave feedback to one another.
Learning behaviour
• Paid attention to the lecturer’s explanation.
• Requesting deeper elaboration about the discussed topic.
• Discussed the previous assignment with peers.
Learning behaviour
• Not attentive to the lecturer’s explanation.
them. • Discussed the available
topics and cooperated with other pupils to share their opinions.
Learning behaviour
• Listened to the lecturer’s instructions while taking notes.
- - - absent - - -
8
Emotional behaviour
• Attempting independent tasks accomplishment.
Conduct behaviour • Provided verbal distraction
to another pupil during the lesson.
Learning behaviour
• Did not pay attention to the lecture.
• Took notes while listening if necessary.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Verbally distracted by other pupils’ aggressive gestures.
• Provided noise diturbance for other pupils by talking loudly during the course.
Learning behaviour
• More discussion and chitchat with peers about irrelevant topics to the course.
• Hardly took notes.
Emotional behaviour
• Was not dependent to the peers.
Conduct behaviour
Not available.
Learning behaviour • Did not pay attention the
lesson at the beginning of the course activities.
• Gradually focused on the lecturer’s instruction and carried out the classroom objectives.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Engaged in small group discussion.
Learning behaviour • Did not pay attention to
the lesson. • Gradually paid attention to
the lecture and continued to take notes on the classroom objectives.
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9
Emotional behaviour
• Attempting independent tasks accomplishment.
Conduct behaviour
• Evaluated and discussed the previous assignment with the peer group.
• Less cooperative with other pupils in accomplishing the given tasks.
Learning behaviour
• Listened to the lecturer’s explanation and took notes if necessary.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Verbally distracted by other pupils’ noise.
• Discussed and evaluated the previous assignment with peers and gave feedback to one another.
• Worked in group in order to discuss the given topics.
Learning behaviour
• Only listened to the explanation and rarely took notes on important points.
Emotional behaviour
• Was not dependent to the peers.
Conduct behaviour
• Discussed and evaluated the previous assignment and provided comments for peers.
Learning behaviour • Paid attention to the
lecturer’s instruction. • Carried out classroom
objectives by discussing the available topics with the peers.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Provided verbal interference for other pupils by talking noisily.
• Discussed and evaluated the previous assignment with peers and gave feedback to one another.
Learning behaviour
• Took notes while listening to the lecturer’s explanation.
• Talked about irrelevant discussion to the course with the peers.
Emotional behaviour
• Attempting independent tasks accomplishment.
Emotional behaviour
• Was sometimes more dependent to the peers.
Emotional behaviour
• Was not dependent to the peers.
Emotional behaviour
• Hesitation, short pauses, and nearly inaudible voice during the presentation. 97
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10
Conduct behaviour
• Individually evaluated the previous assignment.
• More discussion with peer group.
Learning behaviour
• Paid attention to the lesson especially about the final assignments.
Conduct behaviour
• Verbally distracted other pupils by speaking and chatting loudly.
Learning behaviour
• Did not well attend the lecture by listening while chitchatting with peers.
• Did not take notes on the lecturer’s instructions.
Conduct behaviour
• Provided verbal disturbance for others.
• Individually evaluated the previous assignment.
Learning behaviour
• Engaged in irrelevant activities to the course such as daydreaming and chitchatting with other pupils.
• Daydreaming during the lesson.
Conduct behaviour
• Discussed and evaluated the previous assignment with the peers and gave feedback to one another.
Learning behaviour • Took notes on the
instructions for the final assignment.
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GROUP B: GPA ranges from 2.75 up to 3.29 (in scale of 4.0)
Description of research samples’ behaviours
Meetings Subject B1 Subject B2 Subject B3 Subject B4
1
Emotional behaviour
• Paid more attention to the peers than to the lecturer’s explanations.
Conduct behaviour
• Frequent interruption and nonverbal interference to other pupils.
Learning behaviour
• Hesitantly carried out the course objectives since she did not know exactly what the instructions were.
• Did not listen to the lecture well.
• Took notes while listening and chitchatting with peer group if necessary.
Emotional behaviour
• Less cooperative and tend to be more individual in accomplishing the given tasks.
Conduct behaviour
• Provided nonverbal interference to other pupils.
Learning behaviour
• Came ten minutes late to the class.
• Unable to follow the lecturer’s instructions due to being late to class.
• Confirmed to the peers about what actually to do.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Verbally distracted by other pupils yet he tried to stay focus on the classroom objectives.
• Discussed the available topics with the peers.
Learning behaviour
• Paid attention to the lecturer’s explanation and direction.
Emotional behaviour
• More dependent to the peers than to the lecturer.
Conduct behaviour
Not yet available.
Learning behaviour • Did not pay attention to
the lesson since she paid more attention to his peers’ activites.
• Cooperative with other pupils although sometimes demonstrated irrelevant activities to the course objectives.
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2
Emotional behaviour
• More dependent to the peer group.
Conduct behaviour • Frequently gave verbal and
nonverbal nuisance to other pupils.
• Engaged in the course objectives and small group discussion.
Learning behaviour
• Kept busy doing irrelevant activities to the course and leaving out the course objectives.
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Provided physical aggression and nonverbal interference to other pupils.
• More discussion on the available topics with the peers.
Learning behaviour
• Engaged in the small group discussion.
• Did not pay attention to the lecturer’s instructions seriously.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Provided minor verbal distraction to other pupils during the lesson.
• Frequent discussion with peers on the assigned topics.
Learning behaviour
• Engaged in classroom activities.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Provided minor verbal interference for other pupils.
• More discussion with peers on the available topics.
Learning behaviour
• Carried out classroom objectives by actively engaging in classroom discussion.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Frequent verbal distraction by talking loudly to other pupils.
• Looked at other pupils’
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Exposed physical aggression and nonverbal interference to other pupils.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Appreciated other pupils by listening and responding to their presentations.
• Discussed and evaluated the
Emotional behaviour
• Listened to what the peer’s explanation about the course.
Conduct behaviour
• Provided nonverbal interruption to other pupils. 100
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3
previous assignments and compared them.
Learning behaviour
• Continued to check the previous work while others were engaged in a new assigned task.
• Unaware to the course objectives and lecturer’s instructions by frequently confirming to the peers what actually to do.
• Took notes while having discussion with peer group.
• Did not appreciate other pupils by not listening to their presentations.
Learning behaviour
• Concentrated on the lecturer’s explanations.
• Took notes on important points while listening to the lecturer’s explanations.
previous assignment with the peers.
Learning behaviour
• Came ten minutes late to the class.
• Tried to follow the lecturer’s instructions and confirmed them to the peers.
• Carried out the classroom objectives.
• Observed and tried to understand other pupils’ presentations.
• Frequently caught up daydreaming during the lesson.
Learning behaviour
• Somewhat had difficulties to focus on the lecturer’s explanation since she kept busy with irrelevant things to the course at the beginning of the lesson.
4
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Frequently gave verbal and nonverbal nuisance to other pupils.
Learning behaviour
• Reviewed the previous assignment.
• Kept busy checking the
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Displayed verbal interruption to other pupils.
• Did not appreciate other pupils’ presentation by doing irrelevant activities to the course.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
Not available.
Learning behaviour • Listened to the explanation
while looking for classroom handouts.
• Always took notes on both major and minor parts while
Emotional behaviour
• Hesitations and short pauses occured during delivering the presentation.
Conduct behaviour
• Did not appreciate other students by not listening to their presentations.
• Reviewed the previous assignment with the peers and gave feedback to one 101
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previous assignment and comparing it to others’ works.
• Did not pay attention to the lecturer’s directions.
• Copying other pupils’ writing about the lecturer’s instructions and course objectives.
Learning behaviour • Did not pay attention to
the lecture by reading irrelevant texts to the course throughout the lesson.
• Neither took notes on the important points nor listened to the lecturer’s explanations.
listening to the explanation. • Participating actively in
classroom discussion. • Stayed focus on the
lecturer’s explanation although sometimes joking with the peers to relax him.
another.
Learning behaviour • Listened to the lecturer’s
explanations. • Copied the peers’ notes
without paying attention to the directions.
5
Emotional behaviour
• Was sometimes more dependent to the peers.
• Hesitation and short pauses occured during delivering the presentation.
Conduct behaviour • Interfered other pupils both
verbally and nonverbally frequently.
Learning behaviour
• Sometimes attending the lesson seriously and some other times leaving out the course objectives by doing some irrelevant activities.
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Numerous verbal interference and distraction to other pupils.
• Displayed high physical aggression which disturbed other pupils.
• Did not listen to other pupils’ presentations.
Learning behaviour
• Did not pay attention well to the lecture.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Appreciated other pupils by listening and responding their presentations.
Learning behaviour
• Inattentive to the lesson due to existing verbal distraction from other pupils.
• Active participation and critical questioning in the classroom discussion.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Appreciated other students by listening and responding to their presentations.
Learning behaviour
• Did not pay attention to the lesson because she focused on other things irrelevant to the course objectives.
• Cooperative with other pupils and actively involved in classroom
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discussion.
6
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Verbally interfered other pupils and apparently not serious in carrying out the classroom activities.
• Reviewed and evaluated the previous assignment with other pupils and gave feedback to one another.
Learning behaviour
• Sometimes attending the lesson seriously and some other times leaving out the course objectives by doing some irrelevant activities.
• Engaged in classroom activities partially serious.
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Daydreamed at some times during the lesson.
Learning behaviour
• Paid attention to the lecturer’s explanation yet still daydreamed during the lesson.
• Took notes on the important points while listening to the lecturer’s instructions.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Paid attention to the lesson although occasionally performed misbehaviour such as daydreaming.
• Evaluated and discussed the previous assignment with the peers.
Learning behaviour
• Kept focusing on the lecturer’s instruction and accomplishing the classroom objectives.
• Took notes after the lecturer’s explanation.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Verbally distracted other students by talking loudly.
• Provided nonverbal interference such as physical aggression for other students.
• Evaluated the previous assignment with other pupils and gave feedback to one another.
Learning behaviour
Not available.
Emotional behaviour
• Was sometimes more dependent to the peers.
• Hesitation and obvious long
Emotional behaviour
• Handled questions after the presentation in a systematic order.
Emotional behaviour
• Carried out the course objectives independently.
Emotional behaviour
• Was sometimes more dependent to the peers.
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7
pauses occured during delivering the presentation.
Conduct behaviour
• Provided verbal interference to other pupils.
• Did not appreciated other pupils by not listening to their presentations.
Learning behaviour
• Did not pay attention to the lecturer’s directions by discussing irrelevant topics to the course with peers.
Conduct behaviour • Provided verbal
interference from time to time to other pupils.
• Did not pay careful attention to the lesson and appreciate other pupils’ presentation.
• Reviewed and evaluated the previous assignment with other pupils and gave feedback to one another.
Learning behaviour
Not available.
Conduct behaviour • Appreciated other pupils by
seriously listening and responding to their presentations.
• Evaluated the previous work with the peers and gave feedback to one another.
Learning behaviour
• Was attentive to the lecturer’s instruction without taking notes.
• Engaged actively in small group discussion on the available topics.
Conduct behaviour • Provided minor verbal
distraction to the peers. • Did not appreciate other
pupils by not listening and responding to their presentations.
• Cooperated with other pupils and discussed the lecturer’s direction.
Learning behaviour • Attended the lecturer’s
explanations while taking notes.
8
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Provided verbal interference to other pupils.
• Caught up daydreaming and not focusing on the lesson.
Learning behaviour
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Provided verbal distraction and physical aggression to other pupils.
Learning behaviour
• Did not pay attention to
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
Not available.
Learning behaviour • Paid attention well on the
lecturer’s explanation and classroom objectives.
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Provided verbal nuisance for other students.
Learning behaviour
• Frequently left out the classroom objectives for
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• More discussion on irrelevant topics to the course with the peers.
• Kept busy doing irrelevant activities to the course and leaving out the course objectives.
• Took notes on the lecturer’s instructions.
the lecture. • Easily influenced by other
things or activities irrelevant to the course.
• Directly wrote down the important points to be accomplished during the lesson.
• Concentrated on classroom activities and listened to other pupils’ opinion.
• Inquired the unclear section by questioning it to the lecturer.
irrelevant activites to the course.
• More discussion on irrelevant topics to the course with the peers.
9 - - - absent - - -
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Provided both verbal and nonverbal distraction to other pupils.
• Discussed and evaluated the previous assignment with the peers and gave feedback to one another.
Learning behaviour
• Became indifferent to the lecturer’s explanations and examples.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Evaluated the previous assignment with the peers and gave feedback to one another.
Learning behaviour
• Concentrated and listened to the instruction and directly took notes of what was written on the board.
• Tried to focus to the lecturer’s explanation although sometimes did not well-attend the lecture.
Emotional behaviour
• Influenced by the peers since she did not attend the lesson well but paid more attention to the peers.
Conduct behaviour
Not available.
Learning behaviour • Took notes on the
assignment without listening to the lecturer’s explanations.
• Indifferent to the lecturer’s directions and examples. 105
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10
Emotional behaviour
• Was sometimes more dependent to the peers.
Conduct behaviour
• Provided verbal distraction to other pupils.
Learning behaviour
• Individually reviewed and evaluated the previous assignment.
• Did not pay attention to the lesson by doing irrelevant activities to the course.
• Took notes on the instructions for the final assignment.
Emotional behaviour
• Not dependent to the peers.
Conduct behaviour
• Provided verbal as well as nonverbal interference to other pupils.
• Discussed the previous assignment with other pupils.
Learning behaviour
• Left out the course objectives and did not engage in classroom activities.
Emotional behaviour
• Carried out the course objectives independently.
Conduct behaviour
• Nonverbally distracted by other pupils.
Learning behaviour
• Individually evaluated the previous assignment.
• Concentrated on the lecturer’s instruction and classroom objectives.
• Tried to catch up on the lecture even though sometimes was nonverbally distracted by other pupils.
• Did irrelevant activities to the course.
Emotional behaviour
• Was sometimes more dependent to the peers.
• Evaluated the previous assignment with other pupils and gave feedback to one another.
Conduct behaviour
Not available.
Learning behaviour • Listened carefully to the
lecturer’s explanations and directions.
• Took notes on the major points of the final assignment.
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107
Research Participant A1
1. What do you think about the course? “I think the course is quite challenging because we are free to choose our
own passages and then to express our personal opinion about it. But I think I have difficulty to finish the assignments in time because we only have three days to look for the passages and make the composition. Even though, I always submit my assignments in time.”
2. What makes it difficult for you to finish the assignments in time?
“The assignments are also quite challenging. I still can do it but it really needs extra energy. However, what burdens me much was that I sometimes don’t get any turns for consultation. I really need assistance in completing the tasks.”
3. How do you overcome this problem?
“Well, I sometimes work together with my friends and discuss the topics together. After that we can share suggestions to one another.”
4. Do you always work together with your friends?
“No, if possible I try to do the assignments myself. If I do not get a clear idea of what to do, I sometimes ask my lecturer. But sometimes I cannot see the lecturer so I ask my friends.”
5. Do you always take notes on every lecturer’s explanations?
“I usually do not write every instruction or explanation that is given by the lecturer. I usually listen to direction and explanation first and I write things that are important later on. If I think that there is nothing important to write or I can really understand the direction without writing it, I will continue listening to the lecturer’s explanation.”
6. Before the presentation, do you make any preparations such as outlines, texts,
or anything else? “I summarize the presentation into points only. I do not usually make
speech texts for my presentation because I think it is not effective.”
7. In your opinion, what makes the class interesting? “I like the presentations. Because we can share our ideas and our friends
can give us good suggestions. Besides, we can also get some information from our friends’ presentations.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Research Participant B3
1. What do you think about the course? “The course makes us think critically about something. We can share ideas or opinions about something. So, I think it is very interesting because we are free to choose our own topic.”
2. What difficulties do you find during the course?
“Maybe it is about the given time to finish the assignments. We only have maximum three days to finish the assignments. We have to look for the source that is suitable for our topic and then make a composition about it. So I think that is difficult.”
3. How do you overcome this situation?
“Usually I find some sources at one time, and then I can choose one source to be used for the first assignments. The other sources can be used for the next assignments so I can save my time. But sometimes I also feel confused about the assignments. So, I sometimes work with my friends.”
4. What do you usually do during the lecturer gives explanations about the
assignments? “I usually listen to the lecturer’s explanations and take notes on the explanations. If only I forget the instructions, I can just see my notes and try to remember it. But sometimes my notes are not complete so I also borrow my friends’ notes.”
5. Before the presentation, do you make any preparations such as outlines, texts,
or anything else? “Yes, I prepare the complete composition but usually it is only one page long and I also prepare the general outlines of my presentation. So, if I forget the content of my presentation, I just see the outlines and continue the presentation.”
6. In your opinion, what makes the class interesting?
“The presentations. I sometimes ask my friends about topics that are interesting. So, we can give suggestions and share ideas about something new. Besides, we can also get new information from the presentation.”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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